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Idaho Falls School District 91Secondary Course Description

Team Sports A or CCourse No. 6240 and 6242

Signature Approvals:

Physical Education Department Date

Assistant Superintendent, DateCurriculum and Instruction

Superintendent Date

Chairman, Board of Trustees Date

ADOPTION DATE ___________ REVISION NO. 0

Physical Education, Teams Sports A & C6240 and 5242 page no.

Idaho Falls School District #91Secondary Course Description

Team Sports A or C

District Mission Statement

The Mission of Idaho Falls School District #91, in cooperation with our community, is to educate our students to their fullest potential by developing knowledge and technical skills in a safe, positive, and challenging environment of academic excellence with clear criteria for success and accountability, thus enabling our students to communicate, compete, and contribute as self sufficient citizens.

Department Philosophy

Adhering to the philosophy of total development of the individual student, we, the physical educators of School District #91, believe it is important to teach you the value of physical fitness to be used now and throughout your life. The classes will be conducted to promote improvement of general health, wellbeing and self-esteem of every student by creating an interest in and encouraging lifetime participation in physical activity.

Department Goals

1. To provide a planned, sequential program of appropriated physical activities that will continue to aid in the progressive development of the student. This will include knowledge and appreciation of the units and skill concept.

2. To review the 5 basic components of fitness in a way that each student will understand the concepts and attempt at mastering their best level of performance.

3. To develop and foster an understanding of a positive attitude regarding the benefits of a lifetime personal fitness program and healthful living.

4. To increase the knowledge and awareness of the concepts of health and fitness procedures as they relate to the program of activities.

5. To provide program content that includes a knowledge of movement principles, concepts, rules, and performance strategies.

Adoption Date: Revision No. 0

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Department Standards

l. Sound physiological, psychological and sociological principles.

2. A balance of planned activities.

3. Learning experiences that foster creativity, self-direction and problem solving.

4. Sequential development of movement patterns and motor skills.

5. Learning experiences that promote positive self-concept and body image.

6. Compliance with federal legislation: Title IX.

7. Opportunities for motor skill remediation.

8. Teaching as a primary function.

9. Efficient utilization of class time.

10. Class enrollments that do not exceed other classroom teacher/student rations.

11. Normative evaluation - student performance.

12. Substantive evaluation - continual program assessment and evaluation.

Department Policies

Dress / Non-Dress policy

1. All students will be expected to dress in a t-shirt and shorts suitable for strenuous physical activity.

2. If the student does not dress for class the following will occur in this order.

a. 1st offense: A verbal warning from the teacher to student will be given. The student will lose all points possible for that day.

b. 2nd offense: The student and/ or the teacher will


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contact a parent. Again, the student will lose all points possible for that day. The student will also be

assigned to 30 minutes detention after school.

c. 3rd offense: The student will have an Administrative referral. The administrator will advise the teacher and

students of the appropriate action to be taken next. Student again loses all points for that day

plus 60 minutes of detention.

3. GRADING:

a. Students will have the ability of obtain 5 points per day for appropriate dress, 7 points per day for

participation. b. Tests will be according to each unit. c. The students will have the opportunity to accumulate 300

points per Trimester for dressing appropriately. d. The students will have the opportunity to accumulate 450

points per Trimester for participation. The students will be given a written test and skills test in each unit. Each unit will amount to approximately 200 points.

This will allow the students ample opportunity to achieve the grade they desire. The total points for the Trimester will be over 1000

points.

Participation policy

The student will be expected to be ready to willingly participate everyday in the prescribed activity. The student must possess a positive attitude and hard work ethic.

If the student does not willingly participate everyday and possess a positive attitude the teachers may deem it necessary to dock the grade accordingly.


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Idaho Falls School District #91Course Description: Team Sports A or C

Course No. 6240 and 6242

I. Individual Course Description: This course covers the fundamentals of team sports and general fitness/wellness activities. It is designed to develop individual motor skills and knowledge required for participation in lifetime team activities. Outdoor field activities such as soccer, speedball, flag football and softball. There will also be some indoor activities.

A. Course Title: Team Sports A or C

B. Course Number: 6240 or 6242

C. Length: One Trimester.

D. Required Prerequisite(s): P.E. A / Intro to Fitness

1. P. E. A / Intro to Fitness:

E. Recommended Prerequisite(s):

1. None

II. The Written Curriculum:

A. Course Objective(s):

1. To teach the fundamentals of team sports and general fitness/wellness activities.

2. See objectives listed under each individual unit.

3. The students will be able to discuss total fitness, and give examples, discuss the advantages of warm ups. They will also be able to discuss the rules of each unit and have an understanding of how to play the games.

B. Topics or Units of Study:

1. SOCCER - Soccer length of time approximately 15 days.


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a. EQUIPMENT

Soccer balls are sized according to the age of the player. Adults or teens use size 5 (circumference 27 to 28 inches) and ages 7 to 12 use size 4 (circumference 25 to 26.5 inches). Soccer players should wear shin guards and in addition goalkeepers should wear elbow, hip, and knee pads and special gloves.

b. UNIT ORGANIZATION

Lessons 1, 2, 3, and 4 present the offensive soccer skills of dribbling, passing, shooting, and heading, and Lesson 8 integrates these skills into offensive strategy. Lesson 5 introduces the trap, a skill in which both offensive and defensive players must be proficient. Tackling and goal keeping are presented in Lessons 6 and 7 and are reexamined in Lesson 9 as defensive strategy. In Lesson 10 students participate in a series of lead-up games and activities and in Lesson 11 they play regulation soccer. Some of the lessons may contain more material than a teacher can utilize in a single class section. When this occurs, teachers can select the most appropriate tasks for their students. This unit is based 011 the assumption that your students have learned the prerequisite skills in soccer during the lower grades. An asterisk preceding a facility or equipment listing indicates that special preparation is required prior to the lesson.

c. SOCIAL SKILLS AND ETIQUETTE

Social skills should be emphasized in soccer because it involves both competition and team work. Instruct students in the importance of being good sports, including accepting referee decisions and treating the opponents with respect. Encourage teamwork by rotating positions. Your preliminary discussions can set the atmosphere for fair and fun play.

d. LESSON MODIFICATIONS


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You can modify this unit by using a Nerf ball or a larger ball, reducing the size of the playing area, or enlarging the goal area for students with lesser abilities. Allowing more players per team or eliminating some of the more technical rules gives students with lower fitness levels opportunities for success.

SOCCER - HANDOUT

Soccer first evolved as a game in England during the Middle Ages. Following many years of informal play, formal soccer rules were adopted by the English Football Association. Soccer is referred to as "football" in every country except the United States. Much more popular in Europe and South America, soccer is the focus of the largest sporting event in the world. The World Cup, the international professional soccer championship held every four years, draws crowds in the millions. Now growing in popularity in the United States, soccer is unique among U.S. games be cause players (except for the goalkeeper) use the feet and head, not the hands.

SAFETY

Several safety factors should be observed. Teach students to avoid dangerous high kicking when close to another player and to protect their heads from high-kicked balls by folding their arms across their faces. Girls are permitted to cross their arms over their chest when doing a chest block. Discourage tripping, body blocking, pushing, and shoving by enforcing the soccer rules pertaining to rough play. Teaching the students to kick with the instep and the inside of the foot will prevent toe injuries. Instruct goalkeepers to be careful when picking up the ball with their hands so they are not kicked by an opposing player. For indoor soccer, use a softer or slightly deflated ball for safety and control.

RULES

The object of the game is to send the ball into a goal 8 feet high and 80 yards wide using the feet and head, but not the hands, to propel the ball. Regulation soccer teams have 11 players, one of whom is the goalkeeper.


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However, you can play with up to 15 players per team if necessary. Each team consists of four or five defensive players, three or four midfielders, and four or five forwards, in addition to a goalkeeper. The goalkeeper must wear gloves and should also wear pads on the elbows, hips, and knees.

(a) The game begins with a kickoff by one team. The player who kicks off cannot touch the soccer ball again until it has been touched by another player. All players must be in their own half of the field for the kickoff, which also occurs after half time and after a team scores.

A ball is out of play when it crosses over the sidelines. The team that touched the ball last before it went out of bounds loses possession and the other team gets a throw-in.

A direct free kick (kick shot directly at the goal) is awarded when a major foul occurs. Major fouls include handling the ball, kicking an opponent, striking an opponent, tripping an opponent, holding an opponent, pushing an opponent, jumping at an opponent, charging an opponent, charging from behind, and unsportsmanlike conduct.

(b). An indirect free kick (in which the kick must be touched by another player before a goal can be scored) is awarded when a minor foul occurs. Minor fouls include dangerous play, obstruction, the goalkeeper taking too many steps, and offsides.

Offsides occurs when the ball is passed to an offensive player positioned near the goal without at least two defensive players between the offensive player and the goal.

A drop ball is given after the game is stopped due to injury. The soccer ball is dropped between two opponents who try to gain possession of the ball after it touches the ground.

A penalty kick occurs when the defensive team commits a major foul in the penalty area. The offensive team member takes a kick from the penalty spot and the goalkeeper is the only player allowed to try to stop the kick.

A corner kick occurs when the defensive team kicks the ball out of bounds over the end line. The offensive players can stand as close as they want to the kicker but the opposing team must be 10 yards away. A corner kick is taken from a corner of the field that is marked off with an arc with a 1-yard radius.

A goal kick occurs when the offensive team kicks the ball out of bounds over the end line but the ball doesn't go into the goal. The defensive team


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places the ball within the goal area on the same side of the goal from which the ball went out and then takes a kick. Usually the goalkeeper takes this kick.

A throw-in occurs whenever the ball goes out of play over the sidelines. The team that did not touch the ball last takes the throw. In a throw-in, both feet must stay on the ground and remain behind the sideline. The player must use both hands to throw the ball from behind the head, and another player must touch the ball before the thrower can touch the ball again. A goal cannot be scored from a throw-in.

The team scoring the most goals by the end of the game is the winner. The length of the game will be determined by the amount of class time available. (Regulation games consist of two 45-minute halves.)

Lesson 1 DRIBBLING

PURPOSE

This lesson develops the skill of dribbling with the inside and outside of the foot.

FACILITY/EQUIPMENT

Outdoor playing field or indoor gymnasium

1 Soccer ball per student, six cones for every four students, 1 pinnie per student to differentiate teams

SKILL CUE

1. Tap ball lightly below center.


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2. Use both feet for dribbling.3. Keep the ball 1 or 2 feet in front of your feet.4. Keep the arms free for balance.5. Focus the eyes on the ball while maintaining awareness of the

total situation.6. Use the inside of foot, outside of foot, or toe.

TEACHING CUES

1. Explain to your students that the dribble is used to advance the ball while maintaining control.

2. Throughout the dribbling activities, remind students to use both the inside and outside of the foot. There is a tendency to use only the inside.

ACTIVITIES (30-40 MINUTES)

1. Present the soccer dribble, emphasizing the skill and teaching cues. (4-6 minutes)

a. Inside-of-foot dribbling

b. Outside-of-foot dribbling

2. Dribble Escape. Each player has a soccer ball and on a signal begins to dribble all over the field. Designate two players without soccer balls as "chasers." These players attempt to kick the ball away from the others. Any player whose ball is kicked by the chaser also becomes a chaser. (New chasers must place their soccer balls out of play before they begin their chasing.) The activity continues until all the players have become chasers. (8-10 minutes)

3. Obstacle Dribble. Divide the class into groups of four. The first player of each group lines up in front of a series of cones on the field with a soccer ball. On the signal, the first group member dribbles the ball by weaving in and out of the cones. When the student has returned by weaving back through the cones, the next student repeats the activity. (6-8 minutes)

4. Circle Dribble. Divide the class into four teams and direct

them to two large circles on the field, where each team occupies half a

circle. Assign each team member a number so that there is a


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corresponding member on the other teams with the same number. Call one of the numbers and the two players in each circle-one from each team-that have been assigned that number begin to dribble the ball around their circle. The object is to dribble as quickly as possible and beat the opposing team

member in the same circle back to the original space. A variation to increase action is for two players from one circle whose

numbers are called to both return to their original space before the two players of the opposite circle. (6-8 minutes)

5. Dribble and Turn. Have students stand 30 yards from a partner and begin to dribble toward each other. When they are 20 feet from each other (marked by a cone), they pass to their partners. After receiving the ball, each student dribbles back to the starting point. Repeat. (6-8 minutes)

6. Optional Activity-Dribble Soccer. Divide the class into four teams so two games can be played. (The teams wear colored pinnies.) Set goal

lines 35 yards apart. Begin the game with a throw-in at midfield. Either team can take possession of the ball by dribbling, and the only way to advance the ball toward the team's goal is by dribbling. A player can send the ball to a team member as the ball is dribbled down the field, but if a team member kicks the ball or uses any other means to advance the ball, the opposite team gains possession. A point is scored for each goal. The team that lost the previous point starts the ball. (0-18 minutes)

CLOSURE (3-5 MINUTES)

Review and discuss with students the content of the lesson. Use the following ideas to reinforce learning, check understanding, and give feedback.

1. Choose three students to demonstrate dribbling. Ask one to use the inside of the foot, one to use the outside of the foot, and one to use the toe.

2. Describe the technique needed to dribble properly (tap ball below center, keep arms out to side for balance, keep ball 1 or 2 feet in front of the feet, focus eyes on the ball).


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Lesson 2 PASSING

PURPOSE

This lesson develops chip and instep passing and the skills of passing with the inside and outside of the foot.

FACILITY/EQUIPMENT

Outdoor playing field or indoor gymnasium 1 Soccer ball per student, 1 cone per 2 students, 6 or more flags, 1 hoop per student

SKILL CUES

1. Focus eyes on the ball and keep arms free at sides for balance. 2. Contact the ball at the center for a push pass on the ground. 3. Contact the ball below the center for a low drive pass in the

air. 4. Contact the ball below the center but without follow-through

for a chip pass. 5. Point the toe of the kicking foot up and out with the ankle

locked for a pass using the inside of the foot; point the toe of the kicking foot down and in with the ankle locked for a pass using the outside of the foot; and point the toes of the kicking foot straight down for a pass using the instep of the foot.

6. Follow through in the direction of the pass for a push pass and low drive.

TEACHING CUES

1. Explain that the most important use of passing is to send the ball to a teammate.

2. Throughout the passing activities, remind your students that the inside or the outside of the foot as well as the instep can be used to pass the ball.


1. Present the soccer pass, emphasizing the skill and teaching cues. Teach passes using both the inside and the outside of the foot as well as the instep. All students should be able to learn the push pass and the low drive; however, the chip pass is a more advanced skill. (4-6 minutes)


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2. Pinball Soccer. Each pair of players play in a small area of the field using a ball and a cone. The object of this activity is to pass the ball at a cone 15 feet away using either a push pass or a low drive. If the first player hits the cone, the second player must make the same type of pass using the same part of the foot. If the first player misses, the second player can challenge the first player with a different pass. (6-8 minutes)

3. Zigzag Soccer Pass. In partners on a field, each pair of players stand side by side 10 feet apart. Partner 1 has a ball. As both partners run forward, partner 2 runs ahead to receive the ball as partner 1 passes it. Then partner 1 runs ahead to receive a pass from partner 2. This pattern continues as they move down the field. The speed of the run and the type of pass can vary each time the partners repeat this activity. (8-10 minutes)

Zigzag soccer pass

4. Bridge Soccer. Divide the class into six teams. The team members form a line on the field, each about 15 feet apart, standing with their legs apart like a bridge. Each player holds a soccer ball. On a signal, the first team member passes the soccer ball through the legs of the rest of the team. When the ball has passed under all the bridges, the first player runs to the end and forms a bridge too (the first player must then pick up and hold the ball). The new front team member repeats the activity by passing another ball through all the bridges. Each time this activity is

repeated, the team will advance further down the field. (6-8 minutes)

Bridge soccer 5. Optional Activity-Golf Soccer. Set up six or more holes on the

field with eachhole represented by a cone with a flag. Groups of three or four students start at different holes about 25 to 45 yards from the hole. All players have a soccerball and can only use the soccer pass to advance the ball toward the hole. Design holes to encourage some low drives, some push passes, and possibly a chip pass. The student completes the hole when the ball hits the cone target. The rules are the same as golf-each player tries to complete each hole in the fewest number of passes. (0-25 minutes)

6. Chip Away. Each student, with a soccer ball, stands about 20 feet from a hoop on the ground. The object of this activity is for students to chip the soccer ball into their hoop as many times as possible in the allotted time. (6-8 minutes)


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CLOSURE 3-5 MINUTES


1. Stress that all parts of the foot (inside, outside, and instep) should be used for passing. Ask a student to demonstrate passing with the various parts of the foot.

2. Choose a student to demonstrate using the push pass or low drive to hit a designated target. This will help reinforce the technique emphasized in the lesson.

Lesson 3 SHOOTING

PURPOSE

This lesson develops the skill of shooting.

FACILITY/EQUIPMENT

Outdoor playing field or indoor gymnasium 1 Soccer ball per student, 24 cones, 1 pinnie for each student

SKILL CUES

1. Focus eyes on the ball and keep arms free at sides for balance.

2. Contact the ball at the center with the instep. 3. Place the nonkicking foot beside the ball in preparation for

the kick. 4. Kick with either foot.5. Follow through in the direction of the kick. 6. Use shooting as a technique to score.


1. Present the skill of soccer shooting, emphasizing the skill cues. (3-5 minutes)

2. Partner Shoot. Station two students 20 feet apart. One student rolls a ball to the other, who shoots the ball back to the server. After the server rolls 10 times, the partners change places. The object of this activity is to shoot the ball back as accurately as possible,


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sending it directly to the server. (4-6 minutes)

3. Target Shoot. In groups of three, two players shoot from 15 yards at a goal formed by two cones (8 yards apart) and the third player retrieves the soccer balls and tosses them back. The first player attempts to make five shots from the right, then rotates to make five shots from the left. After the left shots are completed, this player becomes the retriever for five shots. The second player begins by attempting five shots from the left, moves to the retriever position for five shots, and then shoots five

shots from the right. The third player begins as a retriever for five shots, then shoots five shots from the right, and then five shots from the left. Repeat the activity for the desired amount of time. (9 11 minutes)

4. Optional Activity-Shoot the Cones. Divide the class into four teams (play two games simultaneously). Each game is played on a 20-yard by 35-yard area of the field, with a safety zone at each end of the field where five cones are placed. The object of the game is to try to knock over the opponent's cones by using soccer shooting technique. No player can enter the safety zone, but players can retrieve the balls from the other side of the zone. Two balls are used per game. Once a cone is knocked over, it must remain down for the remainder of the game. The team that shoots all the opponent's cones down first is the winner. (0-16 minutes)

Shoot the cones

5. Pressure Shooting. In groups of three, one player is the shooter, one is the server, and one retrieves the soccer ball. The shooter stands 20 yards from the goal (cones can be used), and the server tosses a ball to the shooter, who must shoot for the goal immediately without controlling the ball first. As soon as the kick is made, the shooter returns to the original position to receive another ball from the server. After shooting three balls, the players rotate positions. (6-8 minutes)

Shooter

Pressure shooting

6. Line Shoot. Divide the class into four teams (play two games simultaneously). Each team stands on a line 15 yards from the opposite team. One ball is placed at the center between the two team lines. Assign the players on each team a number that


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corresponds to a player's number on the other team. To begin the game, call out the number of a player from each team. Those players run forward to gain possession of the ball and dribble it before passing it back to their team linesmen to shoot through the opposite team. If the soccer ball passes through the opposite team, a point scores, the ball is placed back in the center, and another number is called. Only the linesmen can score and shooting is the only soccer skill that can be used to score. If the soccer ball does not pass through the opposite team, no point is scored and the opposite team gets to take a free shot. (8-10 minutes)

Line shoot



1. Discuss techniques that can be used to improve accuracy in shooting (follow through in the direction of the kick, place the non-kicking foot beside the ball before the kick, and so on).

2. Choose one student to demonstrate shooting. Describe the technique as the student shoots to emphasize the skill cues.


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Lesson 4 HEADING

PURPOSE

This lesson develops the skill of heading.

FACILITY/EQUIPMENT

Outdoor playing field or indoor gymnasium 1 Soccer ball per student, 1 single jump rope per student, 1 whistle (for teacher)

SKILL CUES

1. Focus eyes on the ball. 2. Contact the ball at the forehead, using the legs to propel the

trunk, neck, and head forward to meet the ball so the head hits the ball rather than the ball hitting the head.

3. Lean back before contacting the ball. 4. Head upward by heading under the middle of the ball. 5. Head downward by heading above the middle of the ball. 6. Follow through with the forehead.

Note - Students who are not very familiar with heading might want to start out using a softer and lighter ball. After a period of skill work, they can progress to a regulation soccer ball.

TEACHING CUES

1. Explain that heading is used to pass, score goals, and clear the ball out of the area.

2. Emphasize that students should head in all directions-forward, sideward, and backward.


1. Present the skill of soccer heading, emphasizing the skill and teaching cues. (4-6 minutes)

2. Each student tosses a soccer ball in the air, heads it once, and catches it. After the students can head the ball a number of times successfully, they can attempt to head the ball two times consecutively before catching it. (4-6 minutes)


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3. Partner Heading. In partners, the first player tosses the soccer ball underhand so that it arches and drops toward the second player's head. The second player heads the ball forward, attempting to send it back to the first player. After four tosses, the partners reverse their roles. If possible, partners should try to head the soccer ball to each other rather than tossing it. (6-8 minutes)

Partner heading

4. Circle Heading. Divide the class into three circles and assign a leader for each. The leader stands in the middle and tosses the soccer ball to players, who head it back. After 1 minute a different leader becomes the tosser. (You can blow a whistle each minute.) (8-10 minutes)

CircIe heading

5. Backward Heading. Form groups of three spaced 15 feet apart in a

straight line. The first player tosses the soccer ball to the second player, who heads the ball backward for the third player to catch. The third player then tosses the ball to the second player to head backward again to the first player. The second player receives six tosses and then the players rotate. (8-10 minutes)

6. Optional Activity-Heading Relay. Divide the class into groups

of three. The first player tosses the soccer ball to the second player, who heads the ball to the third player to catch. The first player must then run forward to get in the heading position while the second player moves to the catching position. The third player becomes the new tosser. Each time the team repeats the activity, it moves farther down the field. The soccer ball cannot be advanced down the field in any way except by tossing to the header who heads to the catcher. (0-15 minutes)




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1. Discuss the three uses of heading (to pass, to score goals, or to clear the ball from the area).

2. Choose one student to demonstrate heading a tossed ball in an upward direction, one student to head backward, and one to head downward.

Lesson 5 TRAPPING

PURPOSE

This lesson develops the skill of trapping for air and ground balls.

FACILITY/EQUIPMENT

Outdoor playing field or indoor gymnasium 1 Soccer ball per 2 students, 1 whistle (for teacher)

SKILL CUES

1. Align the body with oncoming ball. 2. Focus eyes on the ball. 3. Cushion the ball to get control. 4. Wedge ground balls by lowering the foot on top of the ball but

not too hard or the ball will bounce away.5. Trap air balls by allowing them to hit the chest or thigh and

letting the body absorb the force of the impact so the ball does not have much impact. (Girls are permitted to cross their arms over their chest when doing a chest block.)

6. Use the inside of the lower leg, the inside of both legs, the front of both


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legs, and the sole of the foot to execute ball traps on the ground.

TEACHING CUES

1. Explain to your students that trapping is used to stop a rolling or bouncing ball.

2. Remind your students as they trap to use the inside, outside, instep, and

sole of the foot when trapping along the ground and the thigh and chest when trapping a ball in the air.


1. Present the soccer trap, emphasizing the skill and teaching cues. (4-6

minutes)

2. Toss and Trap Grounders. In partners, the first player tosses the ball

along the ground for the second player to trap. The first player calls out which foot the partner is to use to trap the soccer ball. After five tosses, the partners change roles. (4-6 minutes)

3. Toss and Trap Air Balls. In groups of three in a triangle formation, the first player tosses the ball in the air for the second player to trap either with the chest or thigh. After the trap, the second player passes the ball to the third player. The third player picks up the ball and tosses an air ball to the first player, who traps the ball and then passes the ball to the second player. The toss, traps, and passes continue. (6-8 minutes)

4. Circle Trap. Divide the class into three circle groups. A leader for each

circle tosses the ball randomly to players, who use an appropriate trap. The choice of trap will depend on the type of toss (on the ground or in the air). The player then passes the ball back to the leader to be tossed to another player. Execute the activity quickly to simulate trapping in a game situation. Blow a whistle every minute to indicate that it is time to change leaders. (6-8 minutes)

5. Circle Soccer. Divide the class into two teams, and assign each team one half of the circle. One player starts the ball by kicking toward the other team, attempting to send the ball below the shoulders of the opponents. The opponents try to trap the soccer ball with the appropriate trap for either a


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ground ball or an air ball. If the opponents trap the ball, they try to send it back below the shoulders of the other team. If the ball is not trapped and gets past the opponent the kicking team scores a point. No player can go into the circle to get the ball; the ball must come to the player. If a ball becomes dead inside the circle, retrieve it and put it back into play. (10-12 minutes)

Circle soccer



1. Discuss the various types of ground ball traps (inside the lower leg, inside both legs, front of both legs, or sole of the foot).

2. Describe the technique used in trapping an air ball (cushion by giving with the ball, use the thigh or chest).

Lesson 6 TACKLING

PURPOSE

This lesson develops the skills of front block and side tackling.

FACILITY/EQUIPMENT


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Outdoor playing field or indoor gymnasium 1 Soccer ball per student, 4 cones per 2 students to be used in marking areas for drills

SKILL CUES

1. Face the opponent for the front block tackle and position to the side of the opponent for the side tackle.

2. Flex the knees, distribute the weight evenly, incline the body forward, keep arms free at side for balance, and focus the eyes on the ball.

3. Reach and place the inside of the foot against the ball for the front block tackle and place the outside of the foot against the ball to tap the ball away in a side tackle.

4. Shift the weight onto the back foot. 5. Avoid body contact with opponent.

TEACHING CUES

1. Explain that the purpose of the tackle is to take the ball away from the opponent.

2. Point out the differences between the front block tackle and the side tackle. The front block tackle approach is from the front of the opponent and the inside of the foot is used to take the ball whereas the side tackle's approach is from the side of the opponent and the outside of the foot is used to tap the ball away.

3. Tell your students to use both types of tackles throughout the lesson activities.


1. Present the soccer tackle, emphasizing the skill and teaching cues. (4-5 minutes).

2. With students in partners with one soccer ball, give the first player possession of the ball. This player dribbles in a 15-foot by 15-foot area (which can be marked off by using four cones), trying to avoid being tackled by the other player. After a tackle, the second player dribbles and tries to avoid a tackle. Prohibit body contact and sending the ball outside the designated play area. Remind students to use both the front and side tackle methods. Play continues for 4 minutes after


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which all players find a new partner and repeat. (5-8 minutes)

3. Set up two cones 12 feet apart. The first player in a pair tries to dribble the soccer ball through the cones without being tackled by the second player. After four attempts, the second player tries the challenge. (5-7 minutes)

4. Win the Tackle. Divide the class into four teams (play two games simultaneously). One team stands across from another team. Number each player and give corresponding player on the opposite team the same number. Place a ball 15 feet in front of the two teams and instruct t he players to take a ready position in case their number is called. When a number is called, both corresponding players run toward the ball and t ry to take possession by using a tackle. The player who gets the ball

tries to dribble to the opposite side as the opposing player attempts to tackle. After one player reaches the side, call a new number. This activity can be made more challenging by calling two or three numbers as a time. (8-10 minutes)

5. Escape the Tackle. Each player has a soccer ball and begins to dribble

all over the field. On a signal, two defenders (without soccer balls) enter the game and try to tackle and win possession of a soccer ball. Any player who loses possession of a ball then becomes a new defender. Remind your students to use both the front and side tackle methods. (8-10 minutes)



1. Describe the differences in the two types of tackles (front and side).

2. Assign students to write down at least three skills used by a soccer goalkeeper. This will be the focus of the next class session.


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Lesson 7 GOALKEEPING

PURPOSE

This lesson develops the skill of goal keeping.

FACILITY/EQUIPMENT

Outdoor playing field or indoor gymnasium 1 Soccer ball per 2 students, 1 cone per student

SKILL CUES

1. Stand with the knees bent, weight forward on the balls of the feet, and hands held at chest level.

2. Move the body in line with the ball. 3. Use the sidestep to move sideways. 4. Collect ground shots by scooping the ball into the arms. 5. Collect air shots by holding hands in a downward position

when a ball is below the waist and upward when a ball is above the waist.

6. Deflect shots using a punch shot with the fists and a push shot with the open hands.

7. Begin a punt with the knee bent and toe pointed while holding the ball with both hands in front at waist height.

8. Straighten the knee, contact the soccer ball with the instep, and rise up on the toes of the non-kicking foot to get effective punting action. Punt the ball out of the hands.

TEACHING CUES

1. Explain that the goalkeeper collects shots (catches), deflects shots, and plays offense by throwing and punting.

2. Emphasize the differences in collecting technique for ground shots and air shots.


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3. Help your students distinguish the hand position for air shots above and below the waist.


1. Present the skill of soccer goal keeping, emphasizing the skill and teaching cues. Be sure to introduce both defensive technique (collecting and deflecting shots) and offensive technique (throwing and punting). (4-6 minutes)

2. In partners, the first player tries to throw the soccer ball past the second player, the goalkeeper, but not further than two steps to the side or above the goal keeper's hand reach. As long as the goalkeepers catch the balls, they may continue playing the position. When the goalkeepers miss the ball, the partners reverse their roles. (5-7 minutes)

3. In groups of four, the goalkeeper stands in the center of three cones set up in a triangle. The other three players take turns shooting the ball at the goalkeeper, who attempts to either deflect or collect the soccer ball. After the save, the goalkeeper throws the ball back to the player and prepares for another shot from the next player. After each player has shot the ball at the goalkeeper three times, the players rotate positions. (5-7 minutes)

Goalkeeping activity

4. In partners, the first player shoots the ball toward the second player, the goalkeeper. The goalkeeper retrieves the ball and punts it toward the first player. After eight punts the players rotate positions. (8-10 minutes)

5. Ready Set Fire. Eight students form a circle with a goalkeeper in the center. The players on the circle pass the ball to each other, and when the goalie is not expecting it, shoot at the goalkeeper. (The goalkeeper must be ready at all times for a shot.) After the goalkeeper fields a shot, he or she sends the ball back to one of the players on the circle. A different student replaces the goalkeeper after 2 minutes of play. (8-10 minutes)

6. Optional Activity-Each partner defends a goal (constructed from cones 8 yard apart). Player 1 dribbles and attempts to score on player 2 (goalkeeper) by dribbling or shooting past her or him (no long shots are permitted). After a score or save, the players reverse their roles and player 2 gets a turn at attempting to


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score. Each save by a goalkeeper scores 1 point. (0-12 minutes)



1. Discuss the defensive functions of the goalkeeper (collecting and deflecting shots) and the offensive functions (throwing and punting).

2. Choose a student to demonstrate the ready position of a goalkeeper (knees bent, weight forward, hands at chest level, prepared to use a sidestep to line up with the ball).

Lesson 8 OFFENSIVE STRATEGY

PURPOSE

This lesson develops the offensive strategy needed to play soccer, combining drib-bling, passing, shooting, and heading the ball.

FACILITY/EQUIPMENT

Outdoor playing field or indoor gymnasium1 Soccer ball per 2 students, 4 cones per 2 students (for marking boundaries), 1 pinnie per student, 2 regulation goals per game, 1 single jump rope per student

SKILL CUES

1. Create an open space in which to shoot by moving quickly. 2. Spread out the attack so it is hard for the defense to guard. 3. Use your body to shield the ball from the opponent. 4. Keep moving even when not in possession of the ball. 5. Keep possession of the ball by controlling it through tight

passing. 6. Move away from the teammate in possession of the ball so

defenders using one-on-one defense are also drawn away from the player with the ball.


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7. Use depth in the attack so the ball can be passed either forward toward the goal or backward toward teammates.

8. Move in close to an opponent so it is easier to get past the defender. If you maintain distance from opponents, the defense has an advantage because it will be difficult for the offensive player to get past the defender.

TEACHING CUES

1. Explain how the skills used in this lesson-dribbling, passing, shooting,

and heading the ball-form the basis of offensive strategy.

2. Before introducing each activity, have your students spend time

developing offensive strategy. The students should write down where each offensive player should move to execute an effective offensive play. The offense usually includes four forwards and two midfielders. If they suggest an alternative way to work on offensive strategy than what is provided in the lesson, adjust your activities.

ACTlVlTIES (30-40 MINUTES)

1. Present the offensive strategy, emphasizing the skill and teaching cues. (4-6 minutes)

2. In partners, the first player is the defender and the second player plays offense. In an 8-yard by 12-yard area marked by four cones, the defensive player passes Shielding the ball the ball to the offensive player 5 yards away. The offensive player then attempts to dribble past the defensive player to the end line without losing the ball or going out-of- bounds. The defensive player tries to intercept the ball or kick it out of the area. After four passes, the players rotate positions. (6-9 minutes)

Partner offensive drill

3. Soccer Circuit for Offensive Skills. Divide the class into three lines, each in front of a circuit marked by cones. Each circuit consists of 5 cones placed 10 feet apart and a goal formed by 2 cones 10 feet apart. Pass a ball to the first student in each line, who traps the pass and dribbles by weaving in and out of the cones. At the last cone, the student shoots at the goal. The first student then retrieves the shot ball and passes to the next


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student in line, who repeats the circuit. The students waiting in line work on heading with a partner (one tosses the ball, the other

heads) until they see it is their turn to run the circuit. (8-10 minutes)

4. Optional Activity-Capture the Ball. Divide the class into two teams. Each team member stands on an end line across from an opponent on the opposite end line. Place a ball halfway between each pair of opponents. On a signal, the players from both teams run to the ball in front of them, and the player who gains possession attempts to dribble across the opponent's end line. If a player loses possession of the ball before dribbling it across the end line, that player must become a defender. One point scores for each ball dribbled or kicked over the end line. The game continues until all balls are dribbled or kicked over the end line. (0-15 minutes)

5 Zone Soccer - Divide the class into groups of six players per team. Use a 20-yard by 40-yard area of the field divided into two zones by cones with a goal at each end. Position three attackers from Team 1 and three defenders from Team 2 in one zone and three attackers from Team 2 and three defenders from Team 1 in the other zone (there are no goalkeepers). The game begins with one team in possession of the ball. Each team defends its own goal (three defenders) and tries to score in

the opposing goal (three attackers). Players cannot leave their zone. If a defender gets the ball, she or he should pass it to a teammate in the opposite zone. After a goal, give the ball to the team that was scored against. The team with the most goals at the end of the playing period wins. You can set up two games of zone soccer simultaneously or add more players to each team to allow more participation. (12-15 minutes)



1. Discuss when it might be necessary to switch roles from defensive to offensive play (your team gets possession of the ball, your teammate has no player to pass the ball to, and so on).

2. Assign students to design one offensive play using their knowledge of offensive strategy.


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Lesson 9 DEFENSIVE STRATEGY

PURPOSE

This lesson develops defensive strategy needed to play soccer through tackling and goalkeeping.

FAClLlTY/EQUlPMENT

Outdoor playing field or indoor gymnasium1 Soccer ball per 3 students, 25 to 30 cones to mark zones and other playing areas, 1 pinnie per student, 2 regulation goals per game, 1 handout on soccer terms for each student SKILL CUES

1. Guard players by taking a position between the opponent and goal- cover the area in front of the goal at all times and keep team players positioned between the goal and the ball.

2. Force the opponent to play the ball away from the goal toward the outside of the field.

3. Reduce the angle from which the opponent can shoot by moving toward the ball.

4. Adjust the defense when the offense changes position. 5. Use depth in the defense to provide defensive support to

teammates. 6. Use one-on-one, zone, or a combination as defensive tactics. 7. Move away from the opponent as the offense gets farther from

the goal but move toward the opponent as the offense moves toward the goal.

TEACHING CUES

1. Explain how the skills used in this lesson-tackling and goalkeeping- form the basis of defensive strategy.

2. Before introducing each activity, have your students spend time developing defensive strategy. Have students write down where each defensive player should move to execute an effective defensive play. The defense usually includes four defenders, two midfielders, and one goalkeeper. If they suggest an alternative way to work on defensive strategy than what is provided in the lesson, adjust your activities.

ACTlVlTlES (30-40 MlNUTES)


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1. Present the offensive strategy, emphasizing the skill and teaching cues for soccer. (4-5 minutes)

2. In groups of three, assign two players to play offense (passer and receiver) andone to play defense. Playing on a 20-foot by 30-foot area with two cones as goals, the passer sends the ball to the receiver, who is guarded from behind by the defender. The receiver then attempts to turn and shoot at the goal while the defender tries to stop the shot. After six passes, the players rotate positions. (6 8 minutes)

3. Three-Zone Drill. Divide the class into groups of six, with two players in each of three field zones. The players in the two end zones play offense and try to pass the ball through the middle defensive zone. Defensive players in the middle zone attempt to block the passes. No players can leave their zone, but they are permitted to move within their zone. After 4 minutes, the players rotate positions. You can set up four or more sets of the three-zone drill to allow maximum participation. (8-12 minutes)

4. One-on-One Soccer. Play two games simultaneously on a 20-yard by 40- yardplay area with a goal positioned on each end line. Divide the class into four teams and have players choose the opponent they will mark in one-on-one coverage. After you start the game with a throw-in, teams compete for possession of the ball, attempting to score in the opponent's goal (no goalkeeper is used). Close one-on-one coverage must be used to prevent the opponent from shooting at the open goal. No scoring is necessary in this game. (12-15 minutes)

5. Optional Activity-Soccer Keep Away. Play two games simultaneously on a 20 yard by 40-yard play area with a goal positioned on each end line. Divide the class into four teams. Each team defends a goal-this game does use a goalkeeper-and attempts to score in the opponent's goal. Begin the game with a throw-in. The team that gains possession of the ball attempts to score by kicking the ball through the goal below the goalkeeper's shoulders or by completing five consecutive passes. Defense can gain possession by intercepting passes or tackling the ball

away from opponents. No scoring is necessary in this game.(0-15 minutes)


Review and discuss with students the content of the lesson. Use the following ideas to reinforce learning, check understanding, and give


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feedback.

1. Discuss when it is best to use one-on-one defense versus zone defense (one-on one is best used when your team and the opposing team are of equal ability, and zone defense is best used when the opposing team is more skilled and aggressive).

2. Assign students to define the following soccer terms: direct free kick, indirect freekick, drop ball, penalty kick, corner kick, and goal kick. Students will need to understand each of the terms to play the soccer lead-up games in the next class. (The definition of each of these terms can be found in the rules section of the unit introduction of this chapter.)


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Lessons 10 - 12 MODIFIED GAME PLAY

PURPOSE

This lesson provides lead-up activities for the game of soccer.

FACILITY/EQUIPMENT

Outdoor playing field or indoor gymnasium1 Soccer ball per game; 2 regulation soccer goals per game; 20 to 25 cones to be used for goals, center lines, or alley lines; 1 color pinnie per student; 1 handout on soccer rules for each student

SKILL CUES

1. Use dribbling, passing, shooting, and heading skills as defensive maneuvers.

2. Use tackling and defensive strategy to prevent scoring.

TEACHING CUES

1. Assign the following playing positions: defenders, midfielders, forwards, and goalkeepers. The midfielders play both

defense and offense.

2. Choose a playing system prior to play. A 4-2-4 system divides the team into four defenders, two midfielders, and four forwards. The playing system determines if the team emphasizes offensive or defensive play.


1. Present the skill cues needed to play lead-ups to soccer. (3-4 minutes)

2. Because many of the lead-up activities require knowledge of regulation rules, explain the rules of regulation soccer. The rules are provided for your reference in the unit introduction. (4-6 minutes)

3. Rotation Soccer. Use a 30-yard by 60-yard playing field with a center line marked on the field. Divide the class into two teams and assign one third of each team to be forwards, one third to be guards, and one third to be goalies. The object of the game is for the forwards to kick the ball below shoulder level over the


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opponent's end line. The team rotates positions whenever a point is scored. Forwards play in their opponent's half of the field and the guards and goalies play in their own half. Goalies can perform the skills allowed in a regulation soccer game. A kickoff starts the game; thereafter the team that is scored against takes the kickoff. Before the kickoff the players must be in their own half of the field. Each goal scores 1 point. (11-15 minutes)

4. Sideline Soccer. Divide the class into two teams and assign half of each team to be active players and the other half to be sideline players. The object of the game is for the active players to kick the ball over the end line using regulation positions and rules except that there are no goalkeepers. The sideline players return the ball inbounds and pass it to the active players, but they cannot score. When a team scores, the sideline players change places with the active players. (12-15 minutes)

Sideline soccer

5. Optional Activity-Alley Soccer. Divide the class into two teams. Mark a 30 yard by 60-yard field with five alleys running its length (alleys can be marked with cones) and mark the goal line by a cone at each corner of the end line. Each team has five alley players; the remainder of the team are goalies. Alley players attempt to kick the ball below shoulder level over the opponent's end line. Players must remain in their alley, but they can travel the whole length of the alley. If a player leaves the alley, the

opposing team gets a free kick at the spot where the penalty occurred. Start the game with a dropped ball between two players. Following each score, alley players change positions with goalies. (0-15 minutes)

6. Optional Activity-Diagonal Soccer. Divide the class into two teams, each occupying two adjacent sides of a 25-yard square. Each team's goal line is a diagonal corner of the square marked by cones. Three players from each team (active players) move into the playing area and are the offensive line for their team. Only the active players can score by kicking the ball through the opposing team's line below shoulder height. The players on the adjacent sides are guards, who can block the soccer ball but cannot score. When a team scores, the active players rotate to the

side and three different side players from both teams become active players. (0-15 minutes)

DiagonaI soccer


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1. Discuss the various systems of play. Have a student describe a 4-2-4 system (four defenders, two midfielders, and four forwards). Ask your students what other systems are possible.

2. Give each student a handout with the soccer rules that they must know for the next class period when a regulation game of soccer will be played.

Lessons l3 - 15 REGULATION GAME

PURPOSE

This lesson will help students learn rules and play regulation soccer.

FACILITY/EQUIPMENT

Outdoor playing field or indoor gymnasium1 Soccer ball per game, 2 regulation soccer goals per game, 1 colored pinnie per student

SKILL CUES

1. Use dribbling, passing, shooting, and heading skills as defensive maneuvers.

2. Use tackling and defensive strategy to prevent scoring. 3. Assign the following playing positions: defenders, midfielders,

forwards, and goalkeepers. The midfielders play both defense and offense.

4. Choose a playing system prior to play. A 4-2-4 system divides the team into four defenders, two midfielders, and four forwards. The playing system determines whether a team emphasizes offensive or defensive play.


1. Present skill cues needed to play the game of soccer. (3-4 minutes)

2. Place the students on two teams and review the rules of


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regulation soccer. The rules are provided for your reference in the unit introduction. (3-4 minutes)

3. Play the game of regulation soccer. The team that wins the toss can choose either to kick off or to select which end of the field they wish to defend. At halftime the opposite team gets to kick off and the teams change ends of the field. (24 - 32 minutes)



1. Discuss what students could do to improve their team play (pass more to teammates who are in a better position to score, play more to the sides of the field than to the center, and so on).

2. Ask the students to describe good strategy tactics for soccer (try to get the goalkeeper out of position by causing him or her to block another shot, use many passes so the other team's defense has difficulty predicting the path of the ball, and so on).

TESTING

Speed Dribble. Time each student as she or he dribbles around a cone that is 30 feet away. Allow each student to count the best of three time trials.

Wall Passing. Place a soccer ball behind a line 12 feet from a wall and count the number of passes a student can make during a 1-minute period. Each pass rebound should be trapped so that the ball can be quickly passed back to the wall again.

Quick Pass. In partners, standing at a dis tance of 30 feet apart, the students must com plete as many passes to their partner as possible in 3 minutes. The ball can never be touched by the hands.

Target Wall Shoot. Mark a 2-foot by 3-foot target on a wall. Count the number of times a student hits the target from a line 20 feet away during a 1-minute period. Distance Punt. From behind a line at one end of a grassy field, a student makes three attempts at punting the soccer ball for distance. Mark and measure the best punt from the point where it first hits the ground back to the starting line. (The punt does not count if the student crosses the starting line.)


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Some activities described in the soccer unit could be adapted for testing purposes. See Lesson 2 (Passing), Activity 6 and Lesson 7 (Goalkeeping), Activity 2.

Softball length of time Approximately 15 days.

SOFTBALL

EQUIPMENT

The equipment requirements for softball are minimal. A regulation softball bat, ball, fielding glove, and a set of four bases are really all that are needed. Regulation softballs, mush balls (rag balls), softball-size Wiffle balls, and rubber softballs could be used as the ball throughout the unit. The unit requires a number of softball bats of varying weight and length. Bat weight should vary from a minimum of 28 ounces to a maximum of 38 ounces, and bat length should vary from 28 inches to 35 inches. Fielding gloves should be available for students. In addition, for game play provide a chest protector and protective mask for the catcher. The early lessons require wall targets as well. Each lesson lists specific equipment


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requirements.

UNIT ORGANIZATION

Lesson 1 serves as a review of throwing and catching skills. Both Lessons 2 and 3 present fielding because it is a major component of the game and because it involves distinct skills-fielding a fly ball is significantly different from fielding a ground ball. Pitching is presented in Lessons 4 and 5 and batting in Lesson 6 (in the first lessons on fielding batting is substituted by a throw or batting off a tee). Lesson 7 covers base running and Lessons 8 and 9 present offensive and defensive position play. Lessons 10 and 11 present modified and regulation game play. Selected resources and testing ideas follow the unit lessons.

SOCIAL SKILLS AND ETIQUETTE

Softball is a team sport in which social skills can and should be developed-the game demands teamwork to be successful. Many of the learning tasks are designed for small groups, which gives ample opportunities for social interaction. Address the need for fair play, teamwork, and respect for opponents throughout the unit. The regulation game is a competitive situation, and students should learn to handle the competition in a positive manner.

LESSON MODIFICATIONS

You could use a softer and larger ball or a bat that is bigger than regulation size to modify the game for less able students. You could also reduce the size of the field (this game is still often played indoors). Allowing more players to play per team and modifying any rules to increase the enjoyment of the game are all viable options.

SOFTBALL - HANDOUT

The game of softball is over 100 years old. George Hancock is credited with developing the game and its first set of rules in Chicago in 1887. Softball was first called "inside baseball" because it was played indoors. This early version of the game was different from today's game in several important ways. It was originally played with a boxing glove and a broom. Eventually the official game used a softer ball, a smaller bat, and shorter base distances than are used today. The pitcher threw the ball underhand.


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The game quickly moved outdoors and was referred to by many names such as Kitten Ball, Mush Ball, Big Ball, Recreational Ball, and Diamond Ball. The National Recreation and Park Association (NRPA) used the game extensively in its recreation programs. In 1933 the Amateur Softball Association (ASA) was formed and gave softball its official name. The organization developed a formal set of rules, and a national tournament was held that year at the World's Fair in Chicago. Public interest in softball continued to grow before World War II, and the game became even more popular after the war. By the 1950s leagues had been established all over the country. By the middle of the decade the 12-inch slow-pitch softball game had emerged. This game does not demand a fast-pitch strikeout pitcher; instead it requires the pitcher to pitch the ball with an arc of anywhere from 3 to 12 feet. This game is one of the most popular games played today with over 35 million Americans participating.

SAFETYSeveral safety factors should be observed when teaching this unit. Arrange the class for throwing or fielding practice so all students throw in the same direction to make it less likely that students will be hit by balls. Batting stations must have ample room so students will not carelessly walk by and be hit with a bat or batted ball. All students should be required to wear fielding gloves when catching thrown or batted balls. The catcher should be protected by the proper equipment. When playing a modified or regulation game, make sure students who are not in the field are away from the playing area to keep from getting hit with either a bat or a batted ball.

RULES

Softball is a variation of baseball that uses a softer and larger ball, a smaller and lighter bat, and a smaller playing field. Members of one team take turns batting while the other team tries to get each batter out by catching a batted fly ball, tagging the batter after a hit ball before the runner gets to first base, striking the batter out, or having possession of the ball and touching a base ahead of a runner who must advance to that base. After getting three outs the teams switch sides and the fielding team becomes the batting team. Each team is allowed three outs per inning and a game consists of seven innings. A player scores a run by advancing around all four bases. The team that scores the most runs wins the game. A team consists of 10 players: the first base man, second baseman, third baseman, short stop, left fielder, left center fielder, right center fielder, right fielder, pitcher, and catcher. The four bases-first base, second base, third base, and home-are 60 feet apart. The ball must be hit inside the third-base and first base lines to be considered in play. A ball hit outside the base lines is called a foul ball and is out of play, and a ball hit between the two base lines is a fair ball and must be played by the defensive team.


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An offensive player must advance without being put out from home to first, second, third and back home again to score a run. Home plate to the end of the outfield should be 250 feet and the pitching area (mound and rubber) is 46 feet from home plate, located in the center of the diamond. The pitcher starts the game by throwing (pitching) the ball to the batter, who attempts to hit the ball. If the batter hits the ball she or he attempts to reach first base before the ball. If the ball is caught on the fly (in the air) or if the ball beats the batter to first base the batter is out. If the batter reaches the base first and the ball is not caught in the air the batter is safe and the next member of the team bats. The person on first becomes a base runner and attempts to run around all the bases to score a run without being put out. This process continues until the defensive team gets three outs. Then the two teams switch roles. When both teams have received three outs, it makes up an inning. The game continues in this manner for seven innings, at which time the team with the most runs wins.


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Lesson 1 THROWING AND CATCHING

PURPOSE

This lesson reviews and develops the throwing and catching skills used in softball. It emphasizes grip, stance, force absorption, and tracking.

FACILITY/EQUIPMENT

Large open outdoor area (or gymnasium), preferably at least 1 regulation softball diamond with a large stationary wall for students to throw against, 1 Fielding glove per student, 3 softballs and 3 rag (or yarn) balls per student, 10 wall targets

SKILL CUES

Grip

1. Hold the ball by the fingers and off the palm. 2. Grip the ball tightly with the fingers across the seams. 3. For the two-finger grip place the index finger and the middle

finger across the seams and rest the little finger on the side of the ball. Students with smaller hands should use the three-finger grip, which requires placing three fingers (the index, middle, and ring fingers) across the seams.

4. Place the thumb under the ball and on the side opposite the little finger.

5. Grip the ball tightly.

Throwing

1. Use a forward back stride stance (one foot in front of the other) with the dominant leg back (right-handed thrower will have the right leg back).

2. Throw from a stable base.3. Face the target.4. Increase the speed of movements.5. Shift the center of gravity from back to forward.6. Rotate throwing side forward and transfer the weight to the

front leg.7. Lead the arm motion with the elbow.8. Release with a wrist snap.9. Follow through in the intended direction of flight.

Catching


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1. Maintain body stability by using a forward back stride.2. Focus and track the oncoming ball, and align the body

squarely with it.3. Use a large surface (glove) to catch the ball and let the arms

and hands give as the ball contacts it.4. Transfer the body weight back to help absorb the force of the

ball.5. If the ball to be caught is above waist level turn the glove so

the fingers are up, and if the ball is below the waist point the fingers down.

6. Use the glove hand for initial contact, then use the bare hand to immediately stabilize the ball.

ACTIVITY (30-40 MINUTES)

1. Present the two-finger and three-finger grips and the throwing and catching skills, emphasizing the skill cues. You may want to give students balls to try out the different grips. (7-8 minutes)

2. Require students to start in a forward back stride position, properly gripping a rag ball. Have students throw at a large target without stepping to throw. Emphasize the trunk rotation and arm motion of the throw. (5-7 minutes)

3. Next, students should use the entire throwing motion, including the stepping and follow-through, while throwing the yarn balls at the targets. Have student focus on the targets. Require them to vary their throws by changing the speed and distance. (5-7 minutes)

4. Present the catching skill cues. Then have students select a partner to play catch. Partners stand about 10 feet apart and toss a yarn ball back and forth. Require students to focus on aligning the body with the oncoming ball, giving with the ball as it is received, shifting the weight backward as the ball is being caught, and using both hands to catch the ball. (6-8 minutes)

5. Have students use regulation softballs and gloves to play catch with their partners. Partners start only 10 feet apart, but eventually they move farther back to a maximum of 60 feet. Throwers should vary tosses above and below the waist. Emphasize that the throwing partner should focus on the target of the receiver's glove. The receiver should vary the target by shifting the glove's position every other throw. Again, have the catcher "give"


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with each throw and concentration correct glove placement (fingers up or down). Students should take a couple steps

before throwing the ball as the distance between the partners increases. Require partners to catch 10, 20, and 25 catches consecutively. (7-10 minutes)

CLOSURE (3 - 5 MINUTES) Review and discuss with students the content of the lesson. Use the following ideas to reinforce learning, check understanding, and give feedback.

1. Describe the proper throwing and grip technique for students.

2. Ask two students to demonstrate the proper catching technique, emphasizing the "give" when receiving the ball.

3. Discuss the proper grip, including both two-finger and three-finger variations. Explain the importance of a good grip in throwing the ball accurately.


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Lesson 2 FIELDING GROUND BALLS

PURPOSE

This lesson develops skill in fielding ground balls, including such basic fielding skills as taking the ready position, handling the ball, and throwing.

FACILITY/EQUIPMENT

Outdoor softball field or gymnasium1 Softball glove and ball (modified or regulation) per student, 1 bat per 3 students,3 sets of bases

SKILL CUES

Ready Position and Alignment1. Bend the knees and flex at the trunk so the glove and bare

hand can touch the ground.2. Keep the weight on the balls of the feet and the buttocks low

to the ground.3. Keep the feet in a forward back stride position with the leg on

the throwing side back.4. Bend the elbows and relax the arms and hands (keep hands

"soft" or relaxed).5. Keep the glove and bare hand in the open position with the

bare hand ready to trap the ball into the glove.6. Use the shuffle step (avoid crossing feet whenever possible)

when getting into a direct line with the path of the ball.

Handling the Ball1. Align the body with the ball (shuffle the feet whenever possible

and charge forward on balls hit slowly).2. Have a firm base of support (staggered stance).3. Tuck the chin as the eyes follow the ball.4. Keep arms and hands relaxed.5. Hold the palms of the hands perpendicular to the path of the

ball out in front of the body.6. Give with the ball as you receive it, fielding the ball and

bringing it up to the hip of the throwing side in preparation for the throw in one motion.

Transition from Fielding and Throwing1. Make the transition between fielding and throwing the ball

clean, smooth, and fast.


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2. Know where to throw the ball before you field it.3. Find the target before releasing the ball.4. Stabilize your base of support before releasing the ball.5. Keep your body position relaxed and flexed.

TEACHING CUE

1. Have students work alone in the beginning of the class, but eventually team them up with other students to combine throwing and catching with fielding to complete the sequence.


1. Present the skill and teaching cues for ready position, alignment, and handling the ball. A demonstration is necessary to properly describe the ready position. The demonstrator should shuffle (without crossing the feet) in aligning the body with the ball. (6-7 minutes)

2. Have students spread out within the infield area and get into the ready position. Send a ball either to the left or right of players to have them move sideways, making sure they use the shuffle step as they move. Make sure students continue to watch the ball as they move. (3-4 minutes)

3. Instruct students to work alone fielding a softball (grounder) thrown against a wall from varying distances. Start just 5 feet from the wall and progressively move back to a distance of 20 feet. Have students throw at various angles to cause them to move both left and right. (4-5 minutes)

4. Have partners stand 15 feet apart and roll the ball back and forth to each other. Emphasize to students that getting into a good fielding position before the ball arrives is important. Progressively have them increase the distance between them to a maximum of 35 feet. (7-8 minutes)

5. Present the skill cues for the transition from fielding to throwing. A demonstration, again, is necessary. (2-4 minutes)

6. Using regulation softballs, have partners stand about 20 feet apart and take turns fielding thrown ground balls. One partner fields the ball and then throws it back to the partner. Players should throw the ball to require the fielder to move left and right to catch it. Emphasize to students that they should locate the target and get set before throwing the ball. After five


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attempts have partners switch roles. (3-5 minutes)

7. Have students get into groups of three and assign one person as batter, one as fielder, and one as baseman. Have the batter hit (roll) ground balls to the fielder at a distance of about 30 feet. Proper batting form is not essential; students simply need to contact the ball. The fielder in turn throws to the baseman standing on the base. Have each person field five batted (rolled) balls and then switch roles. (5-7 minutes)



1. Stress to students that they must take the ready position before each pitch to be able to field the ball effectively.

2. Discuss the importance of keeping the arms and hands relaxed throughout the fielding process. ("Soft" hands allow the

fielder to absorb the force of the ball which leads to fewer fielding errors.)

3. Select a student to demonstrate the transition from fielding to throwing. Discuss important aspects of the transition.


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Lesson 3 FIELDING FLY BALLS

PURPOSE

This lesson emphasizes the skill of fielding fly balls and the transition from fielding to throwing.

FACILITY/EQUIPMENT

Softball field, a large outdoor area, or large gymnasium (substituting throws for bats)1 Glove per student, 1 yarn ball, 1 ball softer than a softball, 1 regulation softball ball per student, 1 bat per 3 students

SKILL CUES

Ready Position

1. Use a forward back stride stance.2. Face the ball and focus your eyes on the hit ball.3. Move in toward the ball if necessary.4. Keep the body in a relaxed position in line with the ball.5. Keep the glove pocket open and in front of the throwing

shoulder.6. Hold the throwing hand up by the glove, ready to grab and

throw the ball.

Catching a Fly Ball

1. Catch the ball above eye level on the throwing side of the body holding the glove with fingers pointing up.

2. Place the throwing hand over the ball as it goes into the glove to keep the ball in the glove.

3. Flex the elbows to absorb the force of the caught ball.4. Keep the eyes focused on the ball when running after it.5. When the ball is falling short of the fielder extend the glove

toward the oncoming ball. Keep the glove open with the fingers pointed down.

6. Move quickly to the ball and try to get the body positioned in front of it.

Transition from Fielding and Throwing

1. Make the transition between catching a fly ball and throwing


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it clean, smooth, and fast.2. Know where to throw the ball before you field it.3. Find the target before releasing the ball.4. Catch the ball on the throwing side of the body and take a

crossover step to plant the rear foot. This step, commonly referred to as a crow hop step, helps to produce more force and stabilize the base of support.

5. Stabilize your base of support before releasing the ball.ACTIVITIES (30-40 MINUTES)

1. Present the ready position for fielding fly balls emphasizing the skill cues. Choose students to demonstrate so everyone will understand the detailed explanations. (3-4 minutes)

2. Have students spread out into their own self-space and simulate catching a fly ball using a glove. Check students for proper ready position. (3-4 minutes)

3. Present the skill cues for catching and throwing a fly ball highlighting the skill cues for transition. Demonstrations, particularly of the crow hop, are especially helpful. (4-6 minutes)

4. Have students pair up and throw high pop-ups to each other using yarn balls from various distances, such as 10, 20, and 30 feet. The students should practice tracking the ball from these distances and getting the body in front of the ball. (6-8 minutes)

5. Students should remain with their partners to throw high pop-ups to each other using a ball that is softer than a softball. Students should throw from varying distances and require the fielder to move left, right, back, and forward to catch the ball. When students are ready substitute regulation softballs. (6-8 minutes)

6. In groups of three have one student hit short fly balls with a bat (if possible, otherwise use throws) to a fielder 30 to 50 feet away. The fielder in turn throws the ball to the third student in the group, the baseman (using the crow hop throwing technique). Again, proper batting form is not crucial. After five flies (or throws) rotate positions. (8- 10 minutes)



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Review and discuss with students the content of the lesson. Use the following questions and ideas to reinforce learning, check understanding, and give feedback.

1. Discuss the importance of tracking the fly balls.

2. Ask students to identify important skills required to catch a fly ball. (These include judging the flight of the ball; having a stable base of support; positioning in front of the ball; and using two hands to catch.)

Lesson 4 PITCHING

PURPOSE

This lesson is the first of two lessons that focus on the skill of pitching. It teaches the windmill delivery pitching motion. If you prefer not to teach a fast-pitch technique, the next lesson covers the slow-pitch delivery.

FACILITY/EQUIPMENT

Large outdoor area that has a wall surface for students to throw against or a large gymnasium with wall space1 Glove per student, 2 softballs (that are softer than a regulation softball) per student, 2 regulation softballs per student, 10 wall targets

SKILL CUES

Pitching Stance

1. Use a forward stride position.2. Hold the ball in the glove or bare hand.3. Bend trunk slightly forward at waist level.4. Keep both feet on the ground and in contact with the pitching

rubber (rear foot can be off the rubber).5. Square your shoulders to the target, and keep your center of

gravity within the base of support.

6. Hold the ball and pitching hand in the glove at waist level.

Pitching Motion


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1. The windmill motion is a complete circular motion.2. The arm motion moves counterclockwise from the top of the

body to full extension and down.3. Grip the ball across the seams for better control.4. Cock the wrist at the top of the arc in the swing.5. Rotate the shoulders open as the ball reaches the top of the

swing and the arm becomes fully extended.6. Step with the leg opposite the throwing arm when beginning

the downward motion of the pitch.7. Snap the wrist as you release the ball between the waist and

knee level.8. Extend the arm up in the follow-through motion and step

forward on the trailing leg to take a fielding position.


1. Present the stance and pitching motion, emphasizing the major skill points. Demonstrate the actual motion. (4-6 minutes)

2. In their own self-space, have students practice the pitching motion without using a ball. Make sure students step out in opposition and complete a full windmill arm motion. (3-5 minutes)

3. Have students find a target on the wall and pitch to it from 20 feet. Use smaller, softer balls to start with and move up to a regulation ball. Bean bags or Wiffle balls work well in this task. (6-8 minutes)

4. In partners repeat task 3. Have the partner check the pitcher for mechanics of the pitch. Students then switch roles. (5-6 minutes)

5. Have partners stand about 20 feet apart and take turns pitching to each other using a regulation softball and gloves. One partner pitches 10 pitches while the other catches, then they switch roles. Have partners call balls and strikes. (5-7 minutes)

6. Repeat task 5 but increase the distances from 20 feet to 25, 30, and 40 feet. Have pitchers concentrate on the target while throwing. Have partners call balls and strikes. (7-8 minutes)

CLOSURE (3-5 MINUTES) Review and discuss with students the content of the lesson. Use the


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following ideas to reinforce learning, check understanding, and give feedback.

1. Discuss the mechanics of pitching.

2. Make sure students understand the importance of pitching in the game of softball.

3. Have two students demonstrate the pitching motion while you describe the process.


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Lesson 5 PITCHING CONTINUED

PURPOSE

This is the second lesson on pitching, addressing the mechanics of the slow-pitch delivery and providing an opportunity for students to pitch against a batter.

FACILITY/EQUIPMENT

Outdoor softball diamond or large gymnasium1 Pitching rubber and home plate per 3 students, 1 regulation softball per 3 students, 1 Wiffle ball for each student, 1 bat per 3 students

SKILL CUES

Pitching Stance1. Use a forward stride position.2. Hold the ball in the glove or bare hand.3. Bend trunk slightly forward at waist level.4. Keep both feet on the ground and in contact with the pitching

rubber (rear foot can be off the rubber).5. Square your shoulders to the target and keep your center of

gravity within the base of support.6. Hold the ball and bare hand in the glove at waist level.

Pitching Motion1. The slow-pitch motion involves a three-quarters circular

motion backward to full extension and then forward in a clockwise direction.

2. The ball must have a 10-foot to 15-foot arc as it approaches the plate.

3. Grip the ball across the seams for better control.4. Cock the wrists at the top of the back swing.5. Keep the shoulders square to the target (home plate).6. Step with the leg opposite the throwing arm when beginning

the downward motion of the pitch.7. Snap the wrist as you release the ball between the waist and

knee level.8. Extend the arm up in the follow-through motion and step

forward on the trailing leg to take a fielding position.9. Observe the strike zone for a batter: from the bottom of the

armpits to the top of the knees.


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1. Present the basic mechanical technique used in the slow-pitch delivery and use a demonstration. (5-6 minutes)

2. Give each student a glove and two regulation softballs. Assign one partner to pitch and one to catch. Have students practice the slow-pitch delivery from 30, 40, and 45 feet. Students should switch roles after 10 pitches. Emphasize the importance of developing an arc in delivering the ball to the plate. (5-6 minutes)

3. Group students into partners, assigning one to pitch and one to catch. Have the pitcher use the slow-pitch delivery 30 feet from the catcher, who calls balls and strikes. Explain the strike zone to the students. Have partners switch roles after pitching 10 strikes. Use the pitching rubbers and home plates for all the tasks in this lesson. (6-8 minutes)

4. Group students into threes and assign one member of each group to be a pitcher, batter, and catcher. Have the pitcher pitch to the batter from 35 feet. The batter stands at the plate and passively watches the pitched balls. The catcher calls balls and strikes. Emphasize that the batter does not swing the bat. After either striking out three or walking four batters switch roles. (7-10 minutes)

5. Keep students in their groups of three, move the catcher to a fielding position and have the batter try to tap the ball to the fielder. The batter should only hit balls that are strikes. Students should start with Wiffle balls and then move to regulation balls. (7-10 minutes)



1. Ask students to identify the strike zone and discuss why it is important for a pitcher to be able to throw strikes.

2. Ask students to suggest ways for a pitcher to increase the


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speed of the pitch.

Lesson 6-7 BATTING

PURPOSE

This lesson develops the skill of batting. The lesson requires students to learn the skill components of the stance and swing and eventually to practice hitting a pitched ball.

FACILITY/EQUIPMENT

A softball diamond and large outdoor space or large gymnasium1 Wiffle ball per student, 1 bat and batting tee per 3 students, 1 glove per student,2 regulation softballs per 3 students

SKILL CUES

1. Select a bat length that allows you to reach across the plate with the bat and a bat weight that allows you to control the bat on a forceful swing. The bat should not feel too heavy. 2. Take a firm grip on the bat, by placing the front arm hand on the bottom of the bat and the rear arm hand on top of the bottom hand. Hands should be together and knuckles aligned.3. Have the body facing home plate with the feet parallel and shoulder- width apart. Slightly bend the knees, keeping the weight on the back foot. 4. Lift the rear arm elbow away from the body and hold the bat off the shoulder in a vertical position perpendicular to the ground. 5. Focus the eyes on the release of the ball-avoid watching the


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pitcher's arm motion.6. With the eyes focused on the ball, step forward with the front foot about 12 inches as you start the swing with the hands and arms. 7. Keep the rear foot planted as the weight shifts forward. 8. Keep the hips level and the shoulders level. 9. Make contact with the ball in front of the plate, not over it.10. Swing the bat as fast as you can.11. Roll the top hand over the bottom during contact.12. Keep both hands on the bat at all times.13. Swing the bat all the way around to the front shoulder during the follow-through.

TEACHING CUE

1. Use a wall, fence, or backstop in the fourth activity to save time retrieving hit balls.


1. Present batting, emphasizing the skill cues. Demonstrate bat selection, grip, stance, and swing. Stress the importance of developing bat speed because it is the main factor in producing power. (6-8 minutes)

2. Have each student select a bat and develop a batting stance in relation to the plate. The student's feet should be about 6 to 8 inches away from the plate andthe front foot should be aligned with the middle of the plate. When the student swings the bat, the bat should cover the entire surface of the plate. The batter should stride forward with the front foot when swinging. A batter who strides straight toward the pitcher when swinging has a square stride. A batter who steps toward third base has an open stride, and a batter who steps toward first has a closed stride. (6-8 minutes)

3. Put students into small groups of five or six. Assign one batter per group. Have the batter hit 10 Wiffle balls off the batting tee and the other students (the fielders) retrieve the balls using gloves. Switch roles. (9-12 minutes) 4. Assign students to groups of three, each consisting of a batter, pitcher, and fielder. The pitcher stands about 15 feet away from the batter at a 45-degree angle and tosses a Wiffle ball out in front of the plate to the batter. The batter hits and the fielder retrieves the balls. After the batter hits 10 pitched balls the


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students rotate positions. If space allows, switch to regulation balls. You can have the batter hit the Wiffle balls into a backstop, a fence, or any solid surface (this makes for more time hitting the balls and less time retrieving them). (9-12 minutes)



1. Discuss the proper procedure of selecting a bat.

2. Make sure students understand the importance of contacting the ball out in front of the plate (it allows full arm extension at contact).

3. Have students explain the importance of developing bat speed in relation to powerful hitting.

4. Put five first bases in place. In small groups of four or five have students swing a bat and run the distance to first base (60 feet). Make sure they run through the base and turn to the right after they pass it. They should be touching the right side of the base in full stride. (6-8 minutes)

5. Set up three or four diamonds with all the bases. Have students again work in small groups. Runners should practice running from home to second and first to third. Emphasize hitting the intermediate base on the inside corner with the left foot and make sure students realize they must stop on their destination base. Runners also must remember they cannot lead off base until the batter swings at the ball. (7-8 minutes)6. Continuing in small groups, have students start at second base and run home, again emphasizing contacting the intermediate base properly and running through home in full stride. Optionally, time runners to add incentive. (3-5 minutes)

7. Divide students into groups of 12 on three or four diamonds. Assign three or four students to bat and the rest as fielders. Have the batters hit a ball from a batting tee and run the bases, stopping where the ball dictates. Fielders can rotate positions every two or three batters. Switch roles so all can bat. (7-8 minutes)



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1. Have students identify which bases they can and cannot overrun.

2. Check students' understanding of how to run bases when there is an intermediate base involved.

3. Have the students describe the difference between running from home to first compared to running from first base to second.


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Lesson 8 OFFENSIVE AND DEFENSIVE POSITION PLAY

PURPOSE

This lesson focuses on offensive strategies and defensive position play in softball. It primarily involves the batter, base runners, and the defensive positions.

FACILITY/EQUIPMENT

2 softball diamonds1 Glove per person, 3 bats, 5 regulation softballs, 2 sets of bases, 2 batting tees

SKILL CUES

Batters1. Watch the pitched ball carefully.2. Avoid swinging at pitches outside the strike zone.3. Hold the bat firmly but avoid tensing the entire body.4. Be ready to hit every pitch.5. Run out to each batted ball because fielders do make errors.6. Learn to place a hit to the opposite field.7. Learn to hit behind the runners.

Base Runners1. Be ready to run with each pitch.2. Know how many outs there are.3. Try to advance until there is an empty base behind you.4. Move to the next base when the ball is hit behind you.5. Don't run on fly balls with less than two outs. Go halfway to the next base on short flies to the outfield and tag up to move on to the next base on long flies to the outfield.6. Take a leadoff on every pitch as it passes over the plate.

First Base1. The first baseman must have good catching skills and be able to handle high and low throws.2. Cover the base so you don't interfere with the runner.3. Play the inside of the base on throws from the infield.4. With no runners on base, play about 6 feet to the right and behind the base.

Second Base


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1. The second baseman must be agile to move both left and right to catch ground balls.2. The player in this position must have good hands to relay the ball to the shortstop and first baseman, but does not require a strong throwing arm.3. Play about 10 to 12 feet left of and behind the base.

Shortstop

1. The most agile of the infielders, the shortstop must be quick and able to move both ways very well. 2. The shortstop should be the most skilled infielder of ground balls and must have a strong throwing arm. 3. The shortstop must be able to make highly skilled plays with the second baseman, particularly in turning a double play. 4. Play between second and third base about 10 to 12 feet behind the base line.

Third Base1. This player must have quick reactions and be very agile. 2. He or she must possess a strong throwing arm. 3. The third baseman must be able to move to the left well and to field sharply hit ground balls. 4. Play 6 to 10 feet left of the base and even with or slightly behind it.

Outfielders1. Outfielders must have good running speed. 2. They must be able to accurately judge the flight of fly balls. 3. They must have strong throwing arms. 4. They must be able to block and catch ground balls. 5. They must be very accurate in their throws.


1. Present the skill cues for offensive play and defensive position play. Optional diagrams may help improve students' understanding (7-10 minutes)

2. On the softball diamond, review each position responsibility for the class. Then assign half the group to play a position (defense) and the other students to serve as the offensive team and base runners. Practice various offensive situations by placing runners on base and hitting the ball randomly to different spots on the field. Allow the runners to run in response to the hit and


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require the infielders to play their positions. After getting three outs have students switch sides. When teams return to the field, have each player play a different position than the inning before. (12-15 minutes)

3. Incorporate the same structure as the previous task but allow the offensive players to bat from a batting tee. Require the runners and fielders to play as the batted balls require. (11-15 minutes)



1. Discuss the offensive strategy of base running.

2. Ask two students to describe how to play two infield positions.

3. Ask one student to describe the requirements for playing the outfield positions.


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Lesson 9 GENERAL DEFENSIVE STRATEGY

PURPOSE

This lesson focuses on the general defensive strategies involved in the game of softball. Students will have the opportunity to practice defensive and offensive skills during selected modified game situations.

FACILITY/EQUIPMENT

1 regulation softball diamond or a large outdoor area1 Glove per student, 1 set of bases, 1 bat per 5 students, 3 regulation or modified (softer rubberized) softballs per 5 students

SKILL CUES

1. The primary task of a fielder is to field the ball and then to make an accurate throw to a base. 2. Before the ball is pitched be mentally prepared-know what play to make if the ball is hit to you know what base to throw to on every play and when to cover your base for a force or tag play. 3. Always play for the sure out. 4. Know how many outs there are and what hitting skills the next batter possesses. 5. Back up the outfielder next to you. 6. On any balls hit past the outfielders, either the second baseman or the shortstop must go out for a relay throw. 7. Anticipate and react to the offensive team's move. 8. Communicate with each other to determine who will catch the ball and where it will be thrown. 9. Good judgment about when and where to throw the ball is essential.


1. Present the defensive skills in the skill cues. (6-8 minutes)

2. Have students work in groups of five-two outfielders, two infielders, and a hitter. Practice having the outfielders back each other up and throw to a selected base. The infielders will alternate turns covering the base or going out to get the relay throw if the outfielders miss the ball. (10-15 minutes)

3. Continuing with the same setup, the batter hits ground balls to


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the infielders who in turn field the ball and throw to a selected base. The outfielders must practice backing up the throws. (5-7 minutes)

4. Divide the class into two teams, one in the field and one at bat. Have the defensive team practice fielding and throwing balls to the right base after identifying how 3. Play about 10 to 12 feet left of and behind the base.

Shortstop1. The most agile of the infielders, the shortstop must be quick and able to move both ways very well. 2. The shortstop should be the most skilled infielder of ground balls and must3. The shortstop must be able to make highly skilled plays with the second baseman, have a strong throwing arm. particularly in turning a double play. 4. Play between second and third base about 10 to 12 feet behind the base line.

Third Base1. This player must have quick reactions and be very agile. 2. He or she must possess a strong throwing arm. 3. The third baseman must be able to move to the left well and to field sharply hit ground balls. 4. Play 6 to 10 feet left of the base and even with or slightly behind it.

Outfielders1. Outfielders must have good running speed. 2. They must be able to accurately judge the flight of fly balls. 3. They must have strong throwing arms. 4. They must be able to block and catch ground balls. 5. They must be very accurate in their throws.


1. Present the skill cues for offensive play and defensive position play. Optional diagrams may help improve students' understanding (7-10 minutes)

2. On the softball diamond, review each position responsibility for the class. Then assign half the group to play a position (defense) and the other students to serve as the offensive team and base runners. Practice various offensive situations by


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placing runners on base and hitting the ball randomly to different spots on the field. Allow the runners to run in response to the hit and require the infielders to play their positions. After getting three outs have students switch sides. When teams return to the field, have each player play a different position than the inning before. (12-15 minutes)

3. Incorporate the same structure as the previous task but allow the offensive players to bat from a batting tee. Require the runners and fielders to play as the batted balls require. (11-15 minutes)



1. Discuss the offensive strategy of base running.

2. Ask two students to describe how to play two infield positions.

3. Ask one student to describe the requirements for playing the outfield positions. many outs there are and how many runners are on base. Set up various scenarios and game situations to test the defensive players' skills and judgment about what to do with the ball when it is hit to them. Require the offensive team to be base runners. Play three outs and switch teams. (9-10 minutes)



1. Have students identify three important defensive points that infielders should know (number of outs; hitter's strengths/weaknesses; which base to throw to if the ball is hit to them).

2. Discuss the major responsibility of the outfielders in backing each other up.

3. Discuss the importance of communication and how it improves the effectiveness of the defense.


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Lesson 10 MODIFIED GAME PLAY

PURPOSE

This lesson provides modified game experiences leading up to the game of softball.

FACILITY/EQUIPMENT

2 outdoor softball diamonds1 Glove per person, 1 regulation ball per game, 8 bats (4 per game of varying size and length), 2 sets of catcher's equipment (1 per game), 2 sets of bases (4 per diamond)

SKILL CUE

1. Use fielding, base running, batting, and pitching skills.

TEACHING CUES

1. Decide on a rotation system prior to play. 2. Assign students to play the following positions for two teams:

first base, second base, shortstop, third base, left fielder, left center fielder, right center fielder, right fielder, pitcher, and catcher. You may want to add additional players to each team.

3. Require students to change positions each inning.


1. Present the skill cues needed to play the game of softball. (6-8 minutes)

2. Lineup Softball. This game requires every student on the offensive team's lineup to bat once each inning. The team keeps track of the number of runs scored each inning. After everyone on the team has batted once the teams switch position. An inning ends when all players from both teams have batted once. (12-1 minutes)

3. One-Pitch Rotation Softball. In this game the batter has two strikes and

three balls when the turn at bat begins. She or he must hit, walk,or strike out on the first pitch. Any foul balls are considered outs. A student who makes an out rotates to become the right


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fielder. The right fielder goes to center field, who rotates to left field, who goes to third base, who goes to shortstop, who goes to second base, who goes to first base, who becomes pitcher, who becomes catcher, who becomes batter. If a student reaches

base and eventually scores he or she continues to bat. Encourage hustling on the rotations. (12-15 minutes)



1. Give students a handout of regulation softball rules that they must know for the next class period, when a regulation softball game will be played.

2. Discuss general defensive strategies utilized by different playing positions.


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Lesson 11 - 15 REGULATION GAME

PURPOSE

In this lesson students play a regulation softball game.

FACILITY/EQUIPMENT

2 outdoor softball diamonds1 Glove per student, 1 regulation ball per diamond, 4 bases per diamond, 1 set of catcher's equipment per diamond

SKILL CUE

1. Use the fielding, base running, batting, and pitching skills to play in a regulation game of softball.

TEACHING CUES

1. Try to have two games going on at once so all students are active. If this is impossible choose a rotation system prior to playing the game that allows equal playing time for students. Students who have to be rotated out should practice their softball skills in an assigned area.

2. Assign teams and assign positions to be played.

3. Require all players to switch positions at the end of each inning.


1. Review the skill cues for softball. (5-10 minutes)

2. Assign students to four teams and explain the rotation system (if needed) that will allow everyone to play. Get both games started. (25-30 minutes)



1. Discuss what students could do to improve their team play.


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2. Ask students to identify offensive and defensive strategy that took place during the game.

SPEEDBALL

Elmer Mitchell, intramural director at the University of Michigan, developed the game of speedball in 1921. After much experimentation to find a new outdoor activity to replace the more traditional football and soccer activities, Mitchell wanted a game that taught basic skills that could be utilized across a number of activities. Speedball combines the basic skills of soccer, football, and basketball, and it is played outdoors on a football or soccer field. Due to its popularity with both men and women, in 1930 the American Alliance for Health, Physical Education and Recreation (now known as AAHPERD) developed modified rules for women. However, very few changes have been made to the men's game since Mitchell originally developed it.

EQUIPMENT

Speedball equipment is very similar to soccer. It consists of a regulation size soccer goal (foot ball goalposts that have two ground posts can also be used), regulation size speedball (which is slightly larger than a soccer ball, although a soccer ball may be used), and optional shin guards. The playing area is 100 yards long with a midline, a restraining line 5 yards from the midline on both sides, and 5-yard end zones at both ends of the field.

UNIT ORGANIZATION

Students will learn how to incorporate basic skills from soccer, football, and basketball into a new setting. In addition students will learn new skills specific to speedball, the overhead dribble and kick-up. Lesson 1 reviews passing and catching skills and adapts them to speedball. Foot dribbling and kicking skills are presented in Lesson 2. Lesson 3 provides more practice on specific speedball skills used to convert ground balls to aerial balls, the overhead dribble and kick-up skills. Lesson 4 addresses the skills of trapping, guarding, and goal keeping, and Lesson 5 introduces offensive and defensive strategies. In Lesson 6 students learn game procedures and play a modified game of speedball. Lesson 7 introduces the regulation game of speedball. Selected resources and testing ideas follow the unit lessons.

SOCIAL SKILLS AND ETIQUETTE


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Speedball is an excellent activity for coeducational play in which social skills, sportsmanship, cooperation, and team play can easily be developed. Students must utilize team play in particular in speedball to be successful. The nature of the game allows for many students to be involved in a variety of important roles.


Possible modifications of the activity include reducing the size of the playing field-shorter and narrower field increases the potential of each student to be active. You can increase or decrease the size of the goals to fit the skill level of the students or the number of players on a side to accommodate specific class needs. Lesser skilled players could also use a smaller ball, such as a team handball, that is easier to catch and control. Disabled persons with restricted movement could be involved as goalkeepers or play defensive positions. If playing in a coeducational situation, you can modify rules to ensure equal participation.

SAFETY

The safety factors to be considered for speedball concern the aggressiveness of the defensive play. Carefully explain the penalties and violations for blocking, attacking, or guarding an offensive player. Enforce the rules and call the appropriate penalties for unnecessary roughness (the game allows free kicks and penalty kicks for certain violations). Students need to be aware of the force gener ated by a kicked ball. They must pay attention to where the ball is at all times.

RULES

Speedball is a combination of soccer and basketball with some elements of football. The regulation game is played with 11 players: 5 forwards, 3 halfbacks, 2 fullbacks, and a goalkeeper. The forwards are generally offensive positions while the others play defensive roles. The object of the game is to score points at the opponent's end of the field while keeping the other team from scoring at your end. When the ball is on the ground, soccer rules apply (players may not touch the ball with hands or arms). When the ball is in the air (aerial balls) basketball rules apply. Finally, when forward passing the ball or scoring points, football rules generally apply. Players may not run with the ball, but they may take one step on a stationary catch or two steps if they are moving when catching the ball. Players may also use a one-foot pivot to position themselves for a better throw or kick to a teammate. A player may use a foot dribble to advance the ball but cannot pick up the ball. An aerial ball may be passed and caught from player to player. However, once the ball hits the ground it


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must remain on the ground until it is kicked and caught in the air by another player or lifted to oneself (or a team player) by the use of the kick-up skill. The team in possession tries to advance the ball down the field and across the opponent's goal in an attempt to score. There are several ways to score in speedball: a field goal, touch down, dropkick, penalty kick, or end goal. A field goal is worth 2 points when a ball is kicked or volleyed with the body over the goal line and into the goal. A team scores a 2-point touchdown if an offensive player catches a forward pass behind the opponent's goal line. When an offensive player drop kicks the ball over the crossbar of the goal from outside the end zone (a dropkick) the team scores 2 points. A penalty kick is a free kick at the goal from 12 yards away and is worth 1 point if it goes into the goal. It is awarded if the defensive team commits a violation. An end goal-when a player in the end zone causes the ball to cross the opponent's end line but not in the goal-scores 1 point. A regulation game of speedball consists of four 12-minute quarters. The game starts with one team kicking the ball into the opponent's territory from the center of the field (midline). The receiving team must not pass the re straining line until the ball is kicked. If the ball goes out of bounds over the sidelines, it must be returned to play by the opposite team by a pass (overhand, underhand, or two handed passes are acceptable). General violations that cause a change of possession include traveling with the ball, touching a ground ball with arms or hands, dribbling overhead more than once, illegally interfering with a penalty kick, or unnecessary roughness.


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Lesson 1 PASSING AND CATCHING

PURPOSE

This lesson refines catching and passing skills. It provides opportunities for students to practice various types of passes to stationary and moving targets without defenders and with one or two defenders.

FACILITY/EQUIPMENT

Large open outdoor area (or a large gymnasium if the class size is small)1 Speedball per 2 students

WARM-UPS (6-8 MINUTES)

1. Leg Stretch2. Arm Rotators3. Grapevine Step4. Slapping Jacks5. Achilles Tendon Stretch

SKILL CUES

For All Types of Passing1. Hold the ball with your fingertips.2. Release the ball with a wrist and finger snap.3. Extend the arms and fingers in the direction of the pass.4. Step in the direction of the pass.5. Pass ahead of moving teammates.

Chest Pass1. Grip the ball with both hands, holding it at chest level.2. Push the arms forward.3. Keep elbows flexed and close to the body.

Baseball Pass1. Begin the pass behind the shoulder at ear level.2. Place the passing hand under and behind the ball.3. Cock the wrist.4. Keep elbow flexed and away from the body.

Overhead Pass1. Begin the pass above the head.2. Place the fingers on the side and rear of the ball extending

upward.


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3. Release the ball in front of the body at head level.4. Follow through with hands to eye level.

Underhand Pass1. Place fingers on the rear center of the ball.2. Flex the elbow and point toward the target.

Hook Pass1. Begin the pass from the extended arm position to the side.2. Place the hand under the ball with the palm up.3. Raise the passing arm sideward so it crosses the passing shoulder and over the head. 4. Release the ball from an extended body position with the palms facing down.

Catching1. Position the body in a stance with feet forward that can absorb

the largest amount of force. 2. Shift body weight forward and reach for the ball. 3. Relax the arms with the fingers pointing upward for balls

above the waist and downward for balls below the waist. 4. Give with the ball upon reception by flexing the arms at the

elbows and moving your body weight backward. 5. Pull the ball into the chest to absorb the force and protect the

ball.

TEACHING CUES

1. Provide demonstrations for each of the passing and catching skills.

2. Give students opportunities to try these skills as you present them.

3. Don't demonstrate all the skills consecutively without giving students movement opportunity.


1. Present the throwing and catching skills and explain the various throws that students can utilize in the game of speedball. Demonstrate each throw, emphasizing the differences in them. (4-5 minutes)

2. Group students with a partner and give each pair a ball. Have partners standup to 10 yards apart and practice the various types of throws. Both partners should remain stationary-the


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emphasis of the activity is on skill development and the accuracy of each throw. When students throw successfully, allow them to increase the distance from their partners. (3-4 minutes)

3. Have students remain with their partners and identify one as a thrower and one as a receiver. Have each passer move in various directions while throwing to the stationary receiver. Emphasize that throwers must set themselves and square their shoulders to the target before throwing. Remind students that the thrower can only run two steps. Have throwers stop, plant, and throw. The second part of the task is to have throwers throw on the run without first stopping to plant themselves. Allow partners to vary the distance between the throws. Remind students to focus on their targets. Have students switch roles after 10 consecutive throws or catches. (4-6 minutes)

4. This task is the same as the previous one with the following exception: Instead of having the thrower moving and throwing to a stationary target, require the receiver to move while the thrower remains stationary. (4-6 minutes)

5. Group students as partners in a large open space. This task requires that both partners move while throwing the ball. They should vary the distance, angle, speed of movement, and types of throws as they move up and down the field. They should focus on leading their partners and squaring their shoulders to their intended target as they throw. (5-6 minutes)

6. Regroup students into threes and assign one to be a passer, one a receiver, and one a defender. Have students rotate roles throughout the task. Students try to complete an aerial pass to the receiver while the defender guards either the receiver or the thrower. The receiver should run at various speeds, patterns, and distances in an attempt to "get open" to receive the ball. The thrower should throw a variety of passes to the receiver. The thrower who is being guarded should use the pivot move and feinting to be able to make the pass. Again, rotate positions during the task. (5-6 minutes)

7. Have students regroup back into original partners and then into groups of four. Identify one pair as an offensive team and the other pair as the defensive team. Have the offensive team attempt to complete four passes in a row while being defended. The defensive team should try to intercept the


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passes. After four completions or any interceptions have teams switch roles. (5-6 minutes)



1. Discuss the important factors to consider when passing to a teammate.

2. Ask students to explain the variety of passes that can be used in the game of speedball.

3. Check that students understand how to catch the ball, particularly in relation to hand position and force absorption.


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Lesson 2 FOOT DRIBBLING AND KICKING

PURPOSE

This lesson develops and refines skill in foot dribbling, passing, and kicking. It includes the dropkick, punt, and placekick. Specific dribbling and passing skills include using the inside, outside, toe, and top of the instep of the foot.

FACILITY/EQUIPMENT

Large outdoor area with goals1 Speedball or equivalent per student, 15 to 20 cones as markers


1. Hamstring Straight Leg Stretch2. Arm Circles3. Slapping Jacks4. Grapevine Step5. Arm Pump

SKILL CUES

Passing1. Focus eyes on the ball.2. Contact the ball behind and below the center.3. Precede the kick with at least one step to increase the force imparted to the ball.4. Kick with either foot.5. Use the instep, toe, or outside of the foot to pass.6. Pass to open spaces and ahead of teammates.

Dribbling1. Tap ball lightly and below the center.2. Keep the ball less than 1 yard in front of the feet.3. Dribble with both feet.4. Use the inside, outside, and toe of the foot to dribble.5. Focus the eyes on the ball but remain aware of the total game

situation.

Kicking1. Focus eyes on the ball while kicking.2. On a punt, step forward with the nonkicking leg before


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punting.3. On a punt, drop the ball from waist height and have it contact

the kicking foot at the top of the instep.4. On a dropkick, contact the ball immediately after it rebounds

from the ground.5. Follow through in the direction of the intended flight.6. On a placekick, take three or four approach steps and kick the

ball with the top of the instep or the inside of the foot.


1. Present and demonstrate the skills of dribbling with the feet, emphasizing the skill cues. Demonstrate dribbling with all the surfaces of the foot. Explain that passing is similar to dribbling-the amount of force imparted to the ball is the main difference. Have students practice dribbling the ball for short distances, emphasizing control. (4-5 minutes)

2. Have students follow a zigzag formation through a series of cones at least 1 yard apart that are set up (initially) in a straight line. Emphasize changing feet and control in moving the ball through the cones. Decrease the distance between the cones as students become more skilled. (4-5 minutes)

3. In a large space group students into pairs, one defender and one dribbler. Have the dribbler try to move the ball downfield while being passively defended by the partner, then switch roles. Defensive pressure should vary from passive to active. (5-7 minutes)

4. Have students work in groups of two. One partner dribbles for 10 yards and then passes to the partner using the various types of passes. Have the groups move up and down the field practicing dribbling and passing to the moving partner. Vary the distances between the partners from short to long. As dribbling and passing skills improve add one or two defenders. (5-7 minutes)

5. Present and demonstrate the skill components of the various kicks. Demonstrate the placekick, punt, and drop-kick, highlighting the situations in which each kick is used in speedball. (6-8 minutes) 6. Divide students into a double line formation and have them spread out about 15 to 25 yards apart. Players try to get the ball to a specific person by using the various kicks. (4-5 minutes) 7. Have students practice placekicking into the goal from a distance of about 12 to 15


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yards. Divide the students into three groups. Have one group placekick into the goal, another group drop-kick over the goal, and a third group retrieve balls behind the goal. Rotate the groups so all can practice the kicks. (6-8 minutes)



1. Discuss the skills necessary to dribble the ball (using various parts of the foot, ball control, and keeping eyes on the ball).

2. Make sure students understand the various kicks (placekick, punt, dropkick) and when each one is to be used.

3. Have students explain what they have to do to be successful in performing the dropkick, punt, and placekick. (For the dropkick, follow through in the direction of the ball's intended flight; for the punt, contact the ball on the top of the instep; for the placekick, kick the ball as soon as it is placed on the ground.)


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Lesson 3 GROUND BALLS AND AERIAL BALLS

PURPOSE

This lesson focuses on converting ground balls to aerial balls via one-foot and two foot kick-up skills. It also explains the overhead dribble and provides an opportunity for students to practice it.

FACILITY/EQUIPMENT

Large outdoor area or gymnasium1 Speedball per student, 1 modified (softer) speedball per 2 students


1. Grapevine Step2. Leg Stretch 3. Arm Circles 4. Slapping Jacks 5. Waist Twists

SKILL CUES

1. The kick-up is used to convert a ground ball to an aerial ball. 2. In the first step in the two-foot kick-up, hold the ball firmly

between the insides of the feet and ankles. 3. In the second step, jump into the air, raising the ball upward. 4. In the third step, flip and release the held ball into the air at

the top of the jump. 5. In the final step of the two-foot kick-up, you or a teammate

catches the ball before it hits the ground. 6. The one-foot kick-up can be completed from a stationary or

rolling ball. 7. To kick up a rolling ball, extend one foot with toes pointed

down toward the ball; place the foot directly behind and below the ball, allowing it to roll onto your instep; as the ball rolls onto the instep, flip it up so you or a teammate can catch it.

8. To kick up a stationary ball, roll the ball backward toward yourself by placing your foot on top of the ball, producing backspin. Place the toe quickly under the ball and flip it up as in the rolling one-foot kick-up.

9. An overhead dribble is done by tossing the ball into the air and then running to catch it. The same player who tossed the ball must catch it.

10. Only one overhead dribble is allowed per player possession.


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1. Present the two-foot kick-up skill, emphasizing the skill cues. Demonstrate the skill, kicking to yourself and then to a student. (5-6 minutes)

2. Have students individually practice the two-foot kick-up using larger, lighter, or softer modified balls if required. After successfully kicking the ball up to themselves, have them try to kick to a selected partner. (5-6 minutes)

3. Students should move to regulation speedballs and practice the two-foot kick up skill individually. After successfully kicking 5 to 10 balls in a row up to themselves, have students practice partner-to-partner kick-ups from varying distances. (5-6 minutes)

4. Present the one-foot kick-up skill with both stationary and rolling balls. Emphasize the skill cues of extending and placing one foot below and behind the ball and then flipping it up with the foot. (3-5 minutes)

One-foot kick-up

Students practice the rolling and stationary one-foot kick-ups with partners, using modified balls if needed. Partners should stand about 10 feet apart and roll the ball back and forth. Have students vary the distance, speed, direction, and required movement of the partner performing the skill. Students may move to regulation balls when they are ready. (5-6 minutes) Demonstrate the aerial dribble to students. Students should understand that they should use this skill to elude a defender who is closely guarding them. (2-4 minutes)

Have students practice the aerial dribble individually by throwing the ball to themselves and catching it. Emphasize to students that they should throw the ball the maximum distance possible, assuring that they can still catch it. Put the class into groups of three, two offensive players and one defensive player. While being guarded by the defensive player, the offensive player with the ball uses the aerial dribble to get away and make a pass or kick to the third player. Switch roles so all players can practice the aerial dribble. (5-7 minutes)


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Lesson 4 TRAPPING, BLOCKING, GUARDING, AND GOALKEEPING

PURPOSE

This lesson presents trapping, blocking, guarding, and goal keeping skills. All but trapping are defensive skills essential for playing speedball.

FACILITY/EQUIPMENT

Large outdoor playing area with 4 goals1 Speedball or equivalent per student (softer balls may be required for the body trapping)


1. Waist Twists2. Inverted Hurdler's Stretch3. Grapevine Step4. Arm Rotators5. Step Touches

SKILL CUES

Trapping (with the foot)

1. Extend one leg forward toward the ball with the toes pointed up and the heel down 4 to 5 inches above the ground.

2. Trap the ball with the sole of the foot, pressing down on the ball to stop it.

Trapping (with the legs)

1. Extend one lower leg diagonally forward and outward and trap the ball between the lower leg and the ground.

2. Trap the ball by kneeling on it with the lower leg.

Blocking

1. Use any part of the body except the hands and arms to trap or slow the ball.

2. Give with the ball, absorbing the force so the ball does not rebound sharply away.

3. Body blocking usually entails using the chest or the side of the body to block the ball, which makes it different from trapping.


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Guarding

1. Use the same guarding skills as in basketball and football (see Lesson 4 in football and Lesson 5 in basketball).

2. You may not reach in and grab at the ball.3. Keep your arms up and waving, trying to deflect a passed ball.4. No physical contact is allowed in guarding.5. Defensive players are not allowed to interfere with the

offensive player attempting to catch the ball.

Goal Keeping

1. The goalkeeper plays the same as a goalie in soccer.2. The goalkeeper's main responsibility is to keep the ball from

going into the goal cage area.3. A goalie must be able to catch and deflect kicked balls

intended for the goal



1. Discuss when it is appropriate to use the kick-up skill (to pick up a rolling ball to pass it).

2. Describe the important components of the two-foot kick-up skill. (Jump with both feet and lift the ball to the hands.) 3. Review when it is advantageous to use the aerial dribble (to cover a large distance

very quickly).


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Minor Units

TEACHING CUE

1. Teach trapping first, followed by blocking, guarding, and goal keeping. ACTIVITIES (30-40 MINUTES)

2. Present the skills of trapping with the feet and with the legs, emphasizing the skill cues. Demonstrations are

crucial for students to understand these skills. (3-5 minutes)

3. Group students into partners with each group having one ball. Space partners about 15 feet apart facing each other and

have them practice trapping the ball as they roll it back and forth to each other. Students should practice both types of traps and should frequently vary the distance, speed, and direction of the incoming ball. The trapping person should have to move, set up, and trap the ball. (3-5 minutes)

4. Demonstrate the body block, emphasizing giving with the ball (absorbing it into the body) as the ball contacts the body. Have students using modified, softer balls and toss them back and forth to each other from a short distance (10 feet). Each student should block the ball, gain possession of it, and start to ground dribble it 10 yards. Eventually, have students vary the distance and direction of the thrown ball while using a regulation ball. (5-7 minutes)

5. Group students into threes with two offensive players and one

defensive player. Have the defensive player guard the offensive player with the ball. Using the basketball guarding technique the defensive player tries to stop the offensive player from completing a pass to their partner, who should be 10 to 15 yards away. Remind students that no grabbing or swiping at the ball is permitted. Especially emphasize that physical contact with the offensive player is absolutely not allowed. Partners should switch roles after three attempts. (5-7 minutes)

6. In the same student grouping, have the assigned defensive player guard the intended pass receiver. Have the receiver try to "get open" to receive a thrown ball while being defended. Students should vary the distance and direction of the throws.


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Emphasize that no physical contact with the intended receiver is allowed. Have partners switch roles after three passing attempts. (7-8 minutes)

7. Provide students in small groups of five or six with the opportunity to be goal keeper in front of a regulation goal. Other members of the group form two lines 15 to 20 yards away and take turns attempting to make a goal by kicking the ball in the goal. On all stopped attempts the goalkeeper should punt the ball downfield. Next, from a starting distance of 20 yards have teams of three students attempt to score with a kick on goal, trying to get the ball past the goalkeeper as the goalkeeper tries to stop the goal. Require students to switch roles after three attempts on goal. (7-8 minutes)



1. Discuss the importance of trapping the ball (to gain complete control of the nonmoving ball).

2. Make sure students understand the two different types of guarding, one related to basketball and one to football. (In basketball, you guard to keep a player from throwing the ball, whereas in football you guard to keep the player from catching it.)

3. Discuss the important role of the goalkeeper in speedball. (The goalkeeper is the only one who can directly stop a shot on goal.)


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Lesson 5 OFFENSIVE AND DEFENSIVE STRATEGIES

PURPOSE

This lesson focuses on the offensive and defensive strategies of the game of speedball. It gives players an opportunity to practice offensive strategy without a defense and defensive strategy in isolation.

FACILITY/EQUIPMENT

Large outdoor open playing area with 4 goals6 Speedballs, 8 cones for marking sidelines


1. Push-Ups2. Inverted Hurdler's Stretch3. Slapping Jacks4. Grapevine Step5. Waist Twists

SKILL CUES

Offense1. When moving the ball downfield spread out the forward line.2. The forward line should move diagonally across the field.3. To spread the defense, move the ball down the field near the

sidelines and bring it to the middle to score.4. As the ball nears the goal, the wings should cross the goal line

for a possible pass.5. The most common offensive line is the traditional soccer

pattern.6. The V soccer formation is typically used to start offensive play.7. Throwing provides more control than kicking to move the ball

downfield.8. Players should not follow their passes; they should move

parallel to the receiver for a return pass.9. To get the ball downfield in a hurry, a punt or kick is most

effective.10. If the defense clusters around the goal cage, the offense

should try for a touchdown.11. If the defense spreads out along the end zone, attempt a field

goal or dropkick.

Defense


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1. The most typical beginning defense is one-on-one or person-to-person coverage.

2. Advanced players may use a zone defense to cover areas.3. Defenders who gain possession of the ball should immediately

try to move it downfield to start an offensive attack.4. The goalkeeper is responsible for stopping all shots on goal.5. The goalkeeper can leave the goal to help assist in stopping a

touchdown play. TEACHING CUES

1. Walk students through each of the positions as you explain them.

2. Demonstrate each of the scoring possibilities-a touchdown (passing the ball to a teammate who catches it in the opponent's end zone), a dropkick into the opponent's goal, or a field goal (a ground ball kicked into the opponent's goal).


1. Present offensive strategy, emphasizing the skill and teaching cues. Assign players positions on the field as they are explained. Walk through and explain the scoring options of touchdown, dropkick, and placekick. (5-7 minutes)

2. Divide the class into teams of eight and have the teams practice offensive strategy without any defensive players. Make sure students develop a plan or strategy to move the ball across the goal. Have them practice scoring via touchdowns, field goals, and dropkicks. (10-12 minutes)

3. Present defensive strategies, emphasizing the skill cues. Again, a walk-through on the field will help you explain defensive strategy, particularly person-to person and zone defenses. (5-7 minutes)

4. Assign students to two teams of eight, one offensive and the other defensive. On a 30-yard by 30-yard field, have the defensive team attempt to stop the offensive team from scoring during three consecutive series. Once the offensive team has scored or lost possession or the ball has gone out of bounds, play stops and the offensive team starts over and tries to score again, starting at the 30 yard line. After three scores or scoring attempts, have teams switch roles. (10-14 minutes)


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1. Discuss the offensive strategy of speedball, focusing on strategy to move the ball down the field.

2. Discuss the defensive strategy of speedball, focusing on one-on-one or zone types of defense.

GAME PROCEDURES AND MODIFIED GAME PLAY

PURPOSE

This lesson presents the various procedures used to start and continue a game of speedball, such as throw-ins, toss-ups and penalty kicks. It also begins modified game play activities.

FACILITY/EQUIPMENT

Large open outdoor area with enough space for 4 30-yard by 50-yard fields (smaller fields could be used) 4 Speedballs, goal cages for 4 fields (cones could be used), 8 cones for sideline markers, pinnies for half the class during the modified game, 1 *copy of speedball rules per student


1. Inverted Hurdler's Stretch 2. Scissors 3. Side Slides 4. Arm Circles 5. Grapevine Step

SKILL CUES

1. A kickoff, a placekick to the opponent from midfield, is used to start the game. No players on the receiving team are allowed within the restraining line on kickoff.

2. A toss-up is conducted just like a jump ball in basketball. It is used to resume play if two players simultaneously gain control over the ball, a double foul is committed, or it is not clear which team hit the ball out-of-bounds. No other players are


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allowed within five yards of the toss-up. 3. A throw-in is conducted when a ball has gone out-of-bounds

past the sidelines or over the end line when no score is made. A player may inbound the ball using an underhand or overhand throw, and using one or both hands.

4. A penalty kick is awarded as a result of a foul. The ball is placed 12 yards away and in front of the goal and the player tries to kick the ball into the goal.


1. Present the procedures to start or continue the game of speedball. A demonstration is strongly suggested. (5-7 minutes)

2. Divide students into teams of eight and require team members to cooperate to practice the procedures that start or continue a game. Have them practice the kickoff, throw-in, penalty kick, and toss-up. Arrange two teams on each field, each practicing on an assigned end of the field. All teams should be able to participate at the same time. (6-8 minutes)

3. Modified Game. Have the two teams at each end of the field join together to play a modified game of speedball. One group wears pinnies to distinguish the teams. Start the game with a kickoff and play using the proper procedures. All teams should play modified games. (19-25 minutes)



1. Make sure students understand the procedures to start and resume the game of speedball.

2. Discuss the concept of team play, particularly as related to offensive strategy.

3. Pass out a copy of the rules for speedball, which students will use in regulation play in the next lesson.


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Lesson 7 REGULATION GAME

PURPOSE

This lesson implements speedball rules in a regulation game.

FACILITY/EQUIPMENT

1 Or more regulation size speedball fields1 Regulation speedball per field, 2 goal cages per field, 8 cones (per field) to mark the field sidelines


1. Leg Stretch2. Arm Rotators3. Push-Ups4. Scissors5. Arm Pumps

SKILL CUES

1. Stay in position while playing.2. Develop and implement an offensive strategy to score.3. Play requires continuous movement.4. Send the ball forward and down the field to a teammate.


1. Present the skill cues needed to play a regulation game of speedball. (2-5 minutes)

2. Divide class into teams for playing speedball (two teams for each available field) and review the rules of speedball. (3-5 minutes)

3. Play the regulation game of speedball. If there are too many students for normal play, develop a rotation pattern to ensure that all students have equal playing time. Students waiting to rotate in should be given the opportunity to practice their speedball skills. (25-30 minutes)


Review and discuss with students the content of the lesson. Use the following questions and ideas to reinforce learning, check understanding,


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and give feedback.

1. Discuss what students can do to become better team players.

2. Ask students to explain three major rules of speedball.

TESTING

Test the following selected skills unique to the game of speedball. Include ground dribbling because of its importance to success in the game.

1. One-Foot Kick-Up. Have students perform 10 one-foot kick-ups, 5 kicked to themselves and 5 kicked to a partner. Give 1 point for each successful kick-up.

2. Two-Foot Kick-Up. Have students perform 10 two-foot kick-ups, 5 kicked to themselves and 5 to a partner. Give 1 point for each successful kick-up.

3. Dropkick. Have each student attempt 10 dropkicks over the goal cage. Award 1 point for getting the ball airborne and 2 points for a successful dropkick over the goal.

4. Aerial Dribbling. Require each student to pass to themselves using the aerial (overhead) dribble five times. The ball should travel a minimum of 15 feet before the student catches it. Award 1 point for each catch.

5. Ground Dribbling. Have students dribble in and out of cones placed every 5 yards without losing control for a distance of 30 yards in 20 seconds.


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RESOURCES

Mood, D., Musker, F., & Rink, J. (1991). Sports And Recreational Activities For Men And Women. St. Louis: Mosby.

Phillip, J., & Wilkerson, J. (1990). Teaching Team Sports: A Coeducational Approach. Champaign, IL: Human Kinetics.

White, J.R. (Ed.) (1990). Sports Rules Encyclopedia. Champaign, IL: Leisure Press.

Zakrajsek, D., & Carnes, L. (1986). Individualizing Physical Education: Criterion Materials (2nd ed.). Champaign, IL: Human Kinetics.


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FLAG FOOTBALL

Although team games using a kicked ball date back to the beginning of the Christian era, American football as we know it today developed in the late 19th century from two English sports, soccer and rugby. Some colleges in the United States-Yale, Columbia, and Princeton-began to play each other in football following the soccer-based London Football Association rules in 1860. Under those rules, teams could kick and butt, but not carry the ball. The Harvard team, how ever, favored rugby rules and became familiar with an egg-shaped ball and kicking returns when it accepted a challenge from McGill University in Canada. The following year, Harvard challenged Yale to a game played primarily under rugby rules but with modifications that started a move toward the more liberal game we know today. Walter Camp, later known as the father of football, was a freshman on this team. In 1876, the Intercollegiate Football Association was formed, and this organization developed many uniform rules of the game, including setting the scrimmage line, the sys tem of downs, and the scoring system. Touch and flag football-modifications that can be played safely without the use of pads- grew out of the interest in American football. Flag football eliminated controversy inherent in the touch football game-when a defender could snatch a flag, it clearly was a successful tackle. The skill to grab or protect the flag also made flag football more interesting than touch football.

EQUIPMENT

Flag football equipment consists of regulation leather or rubber footballs and belts with short plastic flags, usually attached with velcro fastenings, on each side. You can also use junior size footballs, which students can throw and catch more easily.

UNIT ORGANIZATION

Lessons 1 and 2 present the skills of passing, catching, and receiving a football. Lesson 3 focuses on learning pass patterns and how to defend a receiver, and Lesson 4 emphasizes the skills in receiving a hand-off and carrying the ball. Lesson 5 focuses on blocking and tackling, and Lesson 6 covers punting and place kicking. Lessons 7, 8, 9, and 10 address team play, including offensive and defensive strategies and game play. Selected resources and testing ideas and activities follow the unit lessons. SOCIAL SKILLS AND ETIQUETTE

Flag football has great potential for coeducational social skill development. Success in the game demands the use of teamwork, fair


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play, and minimal psychomotor skill competency. The unit includes numerous partner and small group activities that emphasize communication and interaction with other players. Discussions on teamwork and sharing the responsibilities of playing positions can set the proper tone for the unit.


You can modify the lesson to fit specific class needs by using smaller playing fields, fewer players on a team, smaller or lighter footballs, or changes in the regulation rules. Disabled students with limited mobility could play positions that do not require a great deal of movement, such as linemen. Use a rotation system to select teams to allow students with lesser ability to play with students with higher ability. SAFETY

Several safety factors should be observed when using this unit. Don't permit blocking below the waist or allow blockers to jump in the air on a block. Blockers should keep their elbows in contact with the torso rather than extending them away from the body. Do not allow ball carriers to stiff-arm defenders who are attempting to pull the ball carrier's flag (tackle). Make sure the playing field is free from obstacles that might cause injuries. Strictly en force the no-contact rule for screen blocking to keep players from colliding with each other. RULES

The general objective of the game is to carry or pass the football over the opponents' goal line for a score while preventing the opposition from advancing the ball into your end zone. The offense may advance the ball by running or passing, and the defense stops (downs) the ball carrier or receiver by detaching one of the flags from his or her belt. The ball is placed at the downed position (referred to as the line of scrimmage) on the field and play continues from that point. The team scoring the most points wins the game. Touchdowns count 6 points and occur when the offensive team passes or carries the ball over the opponents' goal line. The offense can score 2-point conversion immediately following a touchdown by moving the ball over the opponents' goal line from 3 yards away. A team scores a safety by tackling the opponent's ball carrier behind the


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opposing team's own goal line (within the end zone). The ball is put into play at the beginning of the game, beginning of the second half, and after each score by a place kick from the kicking team's 20-yard line. If a team fails to advance the ball to at least the next zone in four consecutive attempts (downs), the opponents take over possession of the ball at that point on the field. A team may punt the ball to the opposition any time during their four-down sequence. Usually a team only punts when it feels it cannot make a first down (moving the ball forward to the next zone on the field). However, if a team is successful in advancing the ball to the next zone, it receives four more downs (referred to as getting a first down) to advance the ball into the opponents' end zone or next field zone. Usually there are eight players on a team; however, nine players can be used when class sizes are large. Playing time consists of two 20-minute halves or whatever variations fit the class schedule.

Lesson l PASSING AND CATCHING

PURPOSE

This lesson develops passing (throwing) and catching (receiving) skills. It presents the football passing stance, grip, motion, and catching positions.

FACILITY/EQUIPMENT

Large outdoor playing area or gymnasium1 Football (modified or regulation) per 2 students, 1 wall target for every 2 students


1. Leg Stretch 2. Push-Ups3. Arm Circles4. Scissors5. Reverse Runs

SKILL CUES

Passing

1. In gripping the ball, place the thumb and index finger on the back part of the ball.


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2. Spread out other fingers across the laces (seam) of the football.

3. Place the non-throwing hand on the front inside part of the ball for stability. 4. Body stance should be with the foot of the non-throwing side forward. 5. Start the throwing motion with the throwing arm and hand cocked back slightly behind the head. 6. Begin the throw by moving the flexed elbow forward while focusing on the target. 7. At the point of release, snap the wrist downward, giving the ball the required spin to develop a spiral motion.

Catching (receiving)1. Form a triangle with the hands, spreading the fingers wide and

pointing thumbs in toward the body for an above-the-waist catch. Keep the little fingers together for a below-the-waist catch.

2. Create a target with your hands. 3. Stretch arms out to meet the ball but don't lock the elbows. 4. As the ball comes, keep your eyes on it all the way into your

hands and as you bring it to your body.5. Always try to catch the ball with both hands. 6. As the ball meets the hands, absorb the force of the throw by

bringing the ball, hands, and arms into the body. 7. Switch the ball to one arm, using the hand to cover the

forward tip of the ball.


1. Present the skill cues for both the pass and the catch. Use demonstrations to help ensure that students understand. (5-7 minutes)

2. Assign students partners and place them approximately 5

yards apart. Instruct them to kneel with the throwing side knee on the ground and the opposing leg bent at the knee in a 90-degree angle with the foot flat on the ground. Have students practice throwing back and forth to each other, concentrating on developing a spiral motion on the ball. Emphasize snapping the wrist on release and follow-through on the throw. Also have students focus on the receiving skills. As they become more successful have them move back to increase the distance. (6-8 minutes)

3. Have students stand approximately 10 feet from a wall target


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and throw at it and have their partners retrieve the footballs. After five throws have students switch roles. Have students eventually increase the distance from the target to approximately 5, 10, and 15 yards. (6-8 minutes)

4. Have students face each other at a distance of approximately 5 yards and pass back and forth. Require receivers to give the passer a good target to throw at by placing their hands in the proper triangle position. (6-8 minutes)

5. Have students throw to their respective receivers while the receiver moves forward, left, or right. The passer should concentrate on throwing the ball far enough in front of the receiver so the receiver doesn't have to stop to catch the ball (this is called leading the receiver). Limit the distance between partners to approximately 10 yards. (7-9 minutes)



1. Discuss the throwing technique and why it is important to develop a good tight spiral on the ball as it is thrown.

2. Identify the key components necessary in receiving a football. Ask students what is different about catching a football and catching a baseball.

Lesson 2 CENTER SNAP, RECEIVING, AND PASSING

PURPOSE

This lesson reviews passing and catching skills and introduces the center snap (hiking) and lateral passing.

FACILITY/EQUIPMENT

Large outdoor playing area or gymnasium1 Football (modified or regulation) per 2 students


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1. Push-Ups2. Arm Pumps3. Slapping Jacks4. Waist Twists5. Reverse Runs

SKILL CUES

Center Snap (quarterback 5 yards behind center)1. Grip the ball the same way as in passing.2. Spread feet more than shoulder-width apart.3. Place non snapping hand on the knee and extend the snapping

hand and arm back through the legs.4. Snap the wrist as the ball is released, pointing the hand back

toward the quarterback.5. The ball should have a spiral on it and should be received by

the quarterback at about chest height.6. The snapper should look back through her or his legs to find

the quarterback prior to the snap. However, when actually snapping, the head should be up facing the opponents.

Lateral Pass, One-Hand Underhand

1. Pass underhand to make a lateral pass.2. Pass to the side or behind the passer.3. Grasp the ball with the dominant hand.4. Place the palm of the throwing hand under the ball with the

fingers spread.5. Snap the wrist back when making the underhand toss to put

spin on the ball and cause a spiral.

TEACHING CUE

1. Review the previously presented skill cues for passing and catching before teaching this lesson.


1. Review the passing and receiving skill cues for students. Again


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emphasize the importance of developing spin on the ball as it is being thrown. (3-5 minutes)

2. Group students into partners and have them pass back and forth to each other from various distances (5,10,15 and 20 yards). Then require students to pass to a moving receiver (forward, backward, and sideways), limiting the distance between the partners to approximately 15 yards. (7-8 minutes)

3. Present the skill cues for the center snap. Emphasize that the ball is snapped with one hand and with a snap of the wrist to impart spin on the ball as it is released. Demonstrate the center snapping skill. (3-5 minutes)

4. Group students into partners and have them practice snapping back and forth to each other from approximately 5 yards. As they become successful, have them increase the distance to 10 yards. (5-6 minutes)

5. Present the skill cues for the lateral underhand pass. Emphasize that the pass must be made laterally or backwards to a player because a forward lateral pass beyond the line of scrimmage is illegal. (3-5 minutes)

6. In partners, have students practice lateraling the ball back and forth to each other from a 5-yard distance. Emphasize that students are to use one hand and should try to develop spin on the ball. At first the receiver should remain stationary, but eventually both the passer and receiver should be moving when the lateral pass is made. (4-5 minutes)

7. Assign one student in each group of three as the snapper, one as the quarterback, and one as a running back. Have the snapper hike the ball to the quarterback, who runs with the ball to the side a short distance then laterals the ball to the trailing running back. Repeat three times and then switch roles. (5-6 minutes)



1. Have students identify the similarities between the forward, lateral, and center snap pass.


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2. Discuss the regulations for using the lateral pass in flag football.


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Lesson 3 RUNNING PASS PATTERNS AND DEFENSIVE GUARDING

PURPOSE

This lesson highlights running pass patterns and how defenders should guard against them. Activities allow students to practice passing, receiving, pattern running, and defensive guarding skills.

FACILITY/EQUIPMENT

An outdoor playing area or large gymnasium1 Football per 3 students, handout of passing patterns for each student


1. Leg Stretch 2. Side Slides 3. Upper Body Rotations 4. Arm Pumps 5. Scissors

SKILL CUES

Running Pass Patterns1. Prior to catching a ball one must get into an open area by

running a predetermined pattern. 2. A pattern consists of running and making at least one cut or

quick movement involving a change of direction to elude a defender.

3. A cut is made by pushing off the inside of the foot opposite the intended direction of the cut. For example, a cut to the right requires pushing off from the insideof the left foot.

4. To make a cut, run at a controlled speed using small steps and lower the bodyby slightly bending the knees.

5. Add a head or body fake to increase the chance of getting open.

6. After the cut, turn the head back and watch the quarterback, then concentrate on the flight of the ball as it approaches.

Defending a Receiver1. A defender's first move should be back. 2. A defender should never allow a receiver to get behind her or

his position. 3. A defender should watch the quarterback for clues as to where

he or she will throw the ball.


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4. React quickly to a receiver's cut. 5. Keep a 5-yard cushion between you and the receiver prior to

the receiver's cut. 6. Try to intercept or knock down any balls thrown to your

receiver. 7. A defender cannot physically contact a receiver before the

receiver touches the football. ACTIVITIES (30-40 MINUTES)

1. Present the skill cues for running pass patterns. A handout or diagram of the basic patterns could optimize understanding. (4-6 minutes)

2. Individually or in groups of five or six, have students practice

running all 11 pass routes-the down and in, hook in, hook out, down and out, hook and go, Z in, Z out, quick in, fly, post, and corner. Control which routes are to be run and emphasize that students should make quick sharp cuts, then look back to the quarterback. (6-8 minutes)

3. Assign one student in each group of three to be a receiver, one a center snapper, and one a quarterback. Have the snapper hike the ball to the quarterback, who in turn throws to the receiver, who runs a predetermined pattern. Repeat three times then rotate positions. You may need to keep the same group of quarterbacks during early activities to make sure students learn pass patterns most effectively. (5-8 minutes)

4. Present the seven skill cues for guarding a receiver. (4-6 minutes)

5. Have one student in each group of four be a center snapper, one a quarterback, one a receiver, and one a defender. The center snaps the ball to the quarterback, who in turn throws to the receiver, who has run a predetermined pattern while the defender passively tries to stop the completion. Repeat three times and switch roles. (11-12 minutes)



1. Have students identify the selected pass patterns.2. Have one student describe how to cover a receiver.


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3. Discuss the importance of sticking to a selected pass pattern instead of changing it as the play develops.

Lesson 4 HANDOFF AND BALL CARRYING

PURPOSE

This lesson focuses on ball-handling (taking the handoff) and carrying skills in football, providing opportunities for students to learn to carry the ball and make open field moves (cuts) to avoid defenders.

FACILITY/EQUIPMENT

Large outdoor playing field or gymnasium1 Football per 3 students, 5 cones per each group of 3 to be used as markers


1. Leg Stretch (standing) 2. Upper Body Rotations 3. Scissors 4. Arm Pumps 5. Sit and Curl

SKILL CUES

Carrying the Ball

1. Always cover the tip of the ball with the hand; the remainder of the forearm covers the ball.

2. In an area with numerous players cover the ball with both hands.


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3. In a stretch of open field carry the ball on the open field side away from the defenders.

Taking a Handoff1. Raise the arm on the side of the quarterback to have elbow at

shoulder level. Keep your forearm directly in front of the body with the palm facing down. This position requires a 90-degree bend at the elbow.

2. Keep the arm away from the quarterback below the waist with the palm facing up and directly in front of the body, requiring a 90-degree bend at the elbow.

3. Wait until the quarterback places the ball in the midsection of the runner's torso between the hands-don't reach out for the ball.

4. Grasp the ball with both hands initially until getting into open field.

Running With the Ball1. Lean slightly forward. 2. Run with the head up and eyes always scanning the field for an

open area. 3. Hold the ball tightly and cover the front point. 4. When making a cut (changing directions), plant the opposite

foot in the direction of the intended cut. If cutting to the right, plant the left foot and push off. 5. To be an effective ball carrier, you must be able to change speeds and make cuts while running, yet still maintain balance.


1. Present the skill cues for carrying the ball and taking the handoff. Demonstrate each skill. (4-6 minutes)

2. Divide students into groups of 10. Have each group form two

lines 10 yards apart facing each other. The first student in each line runs toward the other, one with a ball and one without a ball. The runner with the ball hands it off to the runner without the ball as they pass. The rest of the players in the lines follow in a continuous process of handing off the ball back and forth between the players. After players have handed off the ball they get back into the opposite line and continue. (7-9 minutes)

3. Designate one student in each group of three as quarterback, one as snapper, and one as running back. Require the center


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to snap the ball to the quarterback, who in turn hands it off to the running back (going forward toward the opponent's goal). The running back should alternate running to different sides of the quarterback, taking the handoff from both the right and the left sides. Repeat three times and switch roles. (7-9 minutes)

4. Using the same arrangement, have the runner take the handoff from the quarterback and weave in and out of five cones placed every 5 yards down the field. Repeat three times and then switch roles. (7-9 minutes)

5. Again using the same arrangement, change the center snapper to a defender and position this player 10 yards from the ball carrier. Have the ball carrier take the handoff and try to avoid the defender for 15 yards. The defender tries to touch the ball carrier. Repeat three times then switch roles. Stress safety during this activity. (5-7 minutes)



1. Discuss the proper way to take a handoff from the quarterback, emphasizing the arm and hand position of the ball carrier.

2. Have three students demonstrate one cut each that could be used to avoid a defender. Analyze the moves with the rest of the class.

Lesson 5 SCREEN AND SHOULDER BLOCKING AND TACKLING

PURPOSE

This lesson covers flag football blocking and tackling skills. Students will have an opportunity to try to block an opposing play and tackle a ball carrier.


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FACILITY/EQUIPMENT

An outdoor play area or large gymnasium 1 Football per 3 students


1. Slapping Jacks2. Arm Circles3. Waist Twists4. Sit and Curls5. cissors

SKILL CUES

Screen Blocking1. Start with a three-point stance: both feet and one hand on the

ground.2. Keep feet in a side-straddle position, shoulder-width apart with

the weight evenly distributed on the balls of the feet.3. Slightly flex the knees and place the arm that's not on the

ground across the thigh once into the set position.4. Keep the buttocks low and the weight forward on the fingers of

the hand resting on the ground.5. The screen block does not allow for any body contact, the

blocker simply places his or her body between the ball carrier and the tackler.

6. The tackler cannot push the blocker out of the way but instead must try to go around her or him.

Shoulder Block1. The shoulder block is the only body blocking allowed in flag football.2. Place the shoulder against the opponent's shoulder, chest, or midsection.3. Blockers may never block below the knees or on the back of an opponent and may never use their hands to grab an opponent.4. Blockers may never leave their feet to block an opponent.5. Be sure to have a stable base of support and take a forward stride position (one foot forward).6. At the same time, slightly flex the knees to take a crouched position with the head up.7. Once making contact with an opponent, keep moving your feet and drive the opponent downfield.

Tackling


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1. Tackle in flag football by pulling one flag off the offensive ball carrier.

2. As the ball carrier is approaching, the tackler must be in good body position, with the weight evenly distributed on the balls of the feet, to move in any direction.

3. Focus on the flags of the runner so the runner cannot feint effectively.

4. A tackler cannot leave the feet to grab a flag. 5. As the ball carrier approaches, move in quickly and grab the

flag.

TEACHING CUE

1. Use caution when having students practice shoulder blocking. Emphasize the skill cues and make it clear students are

not trying to push each other to the ground. This lesson must be closely supervised.


1. Present the skills of shoulder blocking, screen blocking, and tackling, emphasizing the major skill and teaching cues. Introduce blocking as the only way to protect a teammate (most often the ball carrier) from a defender. (4-6 minutes)

2. Have students pair up with a partner of similar height and weight. Designate one of the pair as a blocker and the other as a defender. Have the partners stand 3 feet apart. On a signal they step toward each other and the blocker attempts to control the defender for 5 seconds using the shoulder block. Have students move back to 5 feet apart then move forward and make contact. Again the blocker tries to control the defender for the 5-second count. Use caution in this activity and make sure students understand not to knock each other down. (5-7 minutes)

3. Using the same arrangement, have the offensive blocker screen block the defensive player. The defensive player tries to evade the offensive block and get to a designated spot in the field. The offensive blocker tries to keep her or his body between the designated spot and the defender. Repeat three times and switch roles. (7-9 minutes)

4. In groups of three students, assign one blocker, one ball carrier, and one defender. Have the ball carrier try to run 15


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yards in an area no more than 10 yards wide without being touched by the defender. The offensive blocker attempts to block the defender using a screen or shoulder block. Repeat three times and switch roles. The next step is to add a flag belt to the ball carrier and have the defender try to tackle by grabbing either flag. (7-9 minutes)

5. In groups of six, assign three offensive players and three defensive players to each team: a center snapper, quarterback, and running back on the offensive team and one defender for each offensive person on the defensive team. Have the offensive players run the ball four times with the defenders trying to tackle them. The quarterback may hand off to the ball runner or keep the ball and run it, but no passing is allowed. Switch roles every four downs. (7-9 minutes)



1. Discuss the differences between screen blocking and shoulder blocking.

2. Have one student demonstrate the proper procedure for tackling a ball carrier. Analyze the procedure with the rest of the class.


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Lesson 6 PUNTING AND PLACEKICKING

PURPOSE

This lesson develops flag football punting and placekicking skills. Students will be able to develop these skills through a variety of kicking and punting tasks.

FACILITY/EQUIPMENT

Large outdoor play area1 Football per 3 students, 1 kicking tee per 2 students


1. Arm Circles2. Inverted Hurdler's Stretch3. Reverse Runs4. Push-Ups5. Grapevine Step

SKILL CUES

Punting1. Grip the ball with the laces up. Place one hand on the rear of

the ball and the other hand on the front of the ball.2. Take a one-and-a-half step approach: short step with the

kicking leg, a full step with the nonkicking leg, then kick.3. Drop the ball onto the top of the kicking foot instep. Angle the

ball slightly to point inward to better fit on the instep. Point the kicking foot toes down as you kick the ball.

4. Keep the hands out for balance after the kick and follow through with the leg in the direction of the intended flight.

5. Focus eyes on the ball during the kicking process.6. If the ball is punted correctly the foot will give it a spiral spin,

which adds significantly to the distance the ball will travel.

Placekicking (straight-on style)1. Slowly approach the ball from a distance of 7 to 10 yards.2. Plant the nonkicking foot about 1 foot behind and to the side of

the ball.3. Flex the kicking leg at the knee and straighten as the foot

contacts the ball.4. Lock the ankle at contact so the foot and leg form a right


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angle.5. Focus the eyes on the ball, trying to contact it just below the

midline.6. Follow through in the direction of the intended flight, letting

the kicking leg carry the kicker off the ground.

TEACHING CUE

1. Discuss how and when each of the presented skills is used in football. For example, placekicking is used to start play at each half and kick a point after a touchdown. Punting is used to move the ball the farthest distance from your goal before giving it up to the opponents.


1. Present the skill of punting, emphasizing the six skill cues and the teaching cue. Present a punting demonstration. (3-5 minutes)

2. Have students stand 20 to 30 yards apart and punt back and forth from a

stationary position. Take no approach steps. (5-6 minutes)

3. Using the same arrangement, have students take the one-and-a-half-step approach and kick the ball, concentrating on the technique. Have students punt back and forth to each other. (4-6 minutes)

4. Have one student in each group of three snap the ball to the punter, one member punt the ball, and the last member catch the punts downfield. Repeat five times then switch roles. (5-6 minutes)

5. Present the skill cues for placekicking, emphasizing that the ball must be contacted below center to get it airborne. Again, a demonstration is recommended. (3-5 minutes)

6. Have one student in a pair be a kicker and the other a retriever. Students shoulduse kicking tees (if possible) to hold the ball in place (if no tees are available add a third student to serve as a holder). The kicker kicks five times with a one step approach, concentrating on the skill technique. Students switch roles after five kicks. (5-6 minutes)


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7. Using the same student arrangement, have students take a full run at the ball and kick for distance. Emphasize the importance of planting the foot at the right spot and keeping the eyes focused on the ball as it is being kicked. (5-6 minutes)



1. Discuss when a punt and a placekick are to be used during the game of football.

2. Discuss the strategies that might be used when punting or placekicking to give the kicking team an advantage versus strategies that give the receiving team an advantage.

Lesson 7 OFFENSIVE GAME PLAY AND STRATEGY

PURPOSE

This lesson presents general offensive game play strategies. This includes identifying positions, offensive formations, play development, and overall offensive goals.

FACILITY/EQUIPMENT

A large outdoor playing field with marked football boundaries1 Football per 8 students


1. Leg Stretch (standing) 2. Sit and Curl 3. Scissors 4. Arm Rotators 5. Sprint-Jog Intervals

SKILL CUES

Position and Play Development1. The basic eight person offensive set consists of a center, two

tackles, two ends, two running backs, and a quarterback. 2. The ends and all the backs are eligible to catch a pass. 3. The offensive team should develop a variety of both passing


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and running plays that can be executed from different formations.

4. The most essential offensive skills are passing, catching, and open field running. However, because the offensive game is mostly a passing game most practice time should be devoted to developing the passing skills.

General Offensive Strategy1. Learn to vary the offensive plays to avoid detectable patterns. 2. Save special plays for crucial situations. 3. Keep plays simple, but be creative. 4. Generally it is easier to gain a small amount of ground each

down than to make a big gain through a long pass. Try to move the ball forward on each down.


1. Present the skill cues for play development and strategy. Use the diagram of the basic formation with each offensive position. This will help students understand general game play. (7-10 minutes)

2. Divide the class into selected teams of eight people each. Try to divide the teams equally according to ability. Assign extra students to teams and rotate in after each play. Have each team practice alignment, position players (identifying the center, tackles, ends, running backs, and quarterback), and develop at least three different formations. (9-12 minutes)

3. Have teams develop and run at least four running plays and four passing plays using different formations. Common running plays in flag football are pitch outs, defense sweeps, and reverses.

a. In a pitch out, the quarterback tosses the ball underhand to a running back. b. A sweep is when the quarterback hands the ball off to a running back who follows teammates, usually down a sideline. c. In a reverse, the quarter back runs one way and hands off to a back running the opposite direction.

Teams should name or number the plays to be identified in the huddle without much explanation. (14-18 minutes)



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1. Discuss different formations and have students identify advantages and disadvantages of each.

2. Make sure students can identify the playing positions and the major responsibilities of each.

3. Choose a team to demonstrate one running play and one passing play from among those they developed. The rest of the class can analyze the play.

Lesson 8 DEFENSIVE GAME PLAY AND STRATEGY

PURPOSE

This lesson presents defensive game play and strategy, including defensive positions, formations, types of coverage for receivers, and general defensive strategy.

FACILITY/EQUIPMENT

Large outdoor field that can be divided into 4 20-yard playing areas4 Cones per field, 1 football per team, 1 set of flag football belts and flags for each student, 1 handout of defensive player responsibilities for each student



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1. Inverted Hurdler's Stretch 2. Arm Pumps 3. Upper Body Rotations 4. Sit-Ups 5. Reverse Runs

SKILL CUES

Formations and Positioning

1. With eight players there are usually three defensive linemen and five defen sive backs.

2. The lineman's main responsibilities are to rush the quarterback and to tackle ball carriers running the ball.

3. The defensive back's main responsibilities are to stop the sweep run and prevent pass receptions.

4. The defense is free to develop any alignment they want (three linemen and five backs or five linemen and three backs) to handle an offensive formation.

General Defensive Strategy

1. The main role of the defense is to stop the ball carrier and prevent receivers from catching the ball.

2. The fastest defensive backs should defend against the long pass.

3. A defensive team can play a one-on-one defense or a zone defense.

4. One-on-one defense requires a defensive back to guard a receiver no matter where he or she runs on the field. In a zone defense, on the other hand, defensive backs guard receivers who come into their zone or area. They never leave the assigned area until the ball is thrown or run. In the typical zone defense, the three deep parts of the field are assigned to the deep backs and the two flats (short outside areas of the field) are assigned to the linebackers.


1. Present the skills of defensive game play, emphasizing the major skill cues. A diagram showing positions, formations, and alignments of defensive players will help students understand. (6-8 minutes)

2. Divide the students into previously assigned teams of eight or


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nine players. Extra students should rotate in after each play. Have the defensive teams develop at least three defensive alignments (formations) to be used during game play, assigning students to play linemen or defensive backs. (9-12 minutes)

3. Group the class into sets of two teams playing on a 20-yard field. Both teams must wear the flag belts. Have one team be offense and the other be defense. The offensive team has four downs to advance the ball 20 yards while the defensive team attempts to prevent the advance. After four downs the teams switch roles. (15-20 minutes)



1. Discuss the strengths and weaknesses of various defensive formations.

2. Make sure students understand the differences between zone and one-on-one defensive coverage.


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Lesson 9 MODIFIED GAME PLAY

PURPOSE

This lesson develops flag football playing skills through modified game activities, highlighting defensive and offensive strategies.

FACILITY/EQUIPMENT

A large outdoor playing area that can accommodate 4 20-yard fields and 2 50 yard fields, 4 Cones for each field, 1 football per two teams, 1 set of belts and flags for each player


1. Leg Stretch 2. Arm Rotators 3. Slapping Jacks 4. Scissors 5. Grapevine Step

SKILL CUES

General Strategies1. The offense should develop and use set plays. 2. Mix up the play calling to include both running and passing

plays. 3. Throw to different receivers. 4. Try to move the ball downfield a short distance each time more

often than trying for large gains. 5. Set the offensive goal of reaching the new field zone until you

score. 6. Defense should try both one-on-one and zone coverages. 7. Defense should try to never allow a long pass to be completed. 8. Defense should constantly try to pressure the passer.


1. Present the skill cues covering the strategy points and the modified game options. a. 20-yard Football. The offensive team has four downs to score on a 20-yard field. Switch roles after the team scores or completes four downs. b. Passing Football. Playing on a 50-yard field, limit running the ball to just one play per every four downs.


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c. No-Foot Football. This modified game, played on a 50-yard field, allows no punting or kicking of the ball. A team takes possession of the ball at its own 10-yard line after a score. If a team opts to punt, the ball is automatically moved 25 yards, and play resumes from that spot. (4-6 minutes)

2. Divide the class into teams of eight players each and have two teams play each other using one of the three modified games. Extra players should rotate in after each play. (13-17 minutes)

3. Either keeping the same teams or switching players, have two teams of eight players compete against each other using a different modified game. (13-17 minutes)



1. Discuss various offensive and defensive player responsibilities. (For example, who covers a running back who goes out to the side of the field for a pass?) Ask what the jobs of the defensive linemen are.

2. Give students the regulation rules of flag football to be followed during the next class period.


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Lesson 10 REGULATION GAME

PURPOSE

This lesson brings together previously learned skills in a regulation game of flag football.

FACILITY/EQUIPMENT

4 Regulation flag football fields (if possible)4 Cones for boundary markers per field, 1 football per field, 1 set of belts and flags per player


1. Leg Stretch2. Waist Twists3. Sit and Curl4. Arm Circles5. Slapping Jacks

SKILL CUES

Review the following skills that were presented in prior lessons.1. Passing2. Catching3. Taking a handoff and carrying the ball4. Running pass patterns5. Guarding6. Blocking7. Punting8. Placekicking


1. Quickly review the skills. Explain to the students that all the previously taught skills will be used in this culminating lesson. (3-5 minutes)

2. Divide the class into eight-player teams (depending on how many fields are available) to play a game of flag football. Explain the rules of regulation flag football as presented in the unit description. (5-7 minutes)

3. Play the game of regulation flag football. If there are too many


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students or not enough fields, develop a rotation system to allow all players to play on the regulation field. Students who are waiting to rotate into the game may play modified games or practice their individual football skills. (22-28 minutes)



1. Discuss what students could do to improve their personal team play.

2. Ask students the strategy their team used on offense and defense. Why was it successful or not successful?

TESTING

1. Passing. From a distance of 10 yards, have students throw five balls at a stationary wall target that is 4 feet in diameter. Repeat from 15 yards. Award 1 point each time the student hits the target.

2. Catching. Have students run two pass pat terns, a down and in

and a down and out. Throw five passes to each student for each pattern. Award 1 point for each catchable pass the student catches.

3. Punting and Placekicking. Have students punt and placekick the ball five times for accuracy and distance. The students punt and kick from one end of a line 40 yards long toward the other. Mark where the ball hits the ground and measure the distance. Then subtract the sideways distance the ball is from the center line to give an overall score.

4. Center Snapping (hiking). Have students center snap the ball

for accuracy by hiking the ball 5 to 7 yards through a hula hoop 3 feet in diameter. Award 1 point each time the student puts the ball through the hoop.

RESOURCES

Dougherty, N. (Ed.) (1983). Physical Education And Sport For The Secondary School Student. Reston, VA: American Alliance for Health, Physical Education, Recreation and Dance.


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Mood, D., Musker, F., & Rink, J. (1991). Sports And Recreational Activities For Men And Women (lOth ed.). St. Louis: Times Mirror/Mosby College. Philipp, J., & Wilkerson, J. (1990).

"Teaching Team Sports: A Coeducational Approach". Champaign,IL: Human Kinetics. White, J.R. (Ed.) (1990). Sports Rules Encyclopedia. Champaign, IL: Leisure Press.

Zakrajsek, D., & Carnes, L. (1986). Individualizing Physical Education: Criterion Materials (2nd ed.). Champaign, IL: Human Kinetics.

C. Vocabulary: (Key words and definitions.)

1. Put first key word or definition here.

2. This section should mimic the order in which the key words and definitions are introduced in the Topics or Units of Study section.

3. Continue.

D. Homework Expectations: There are no homework expectations in this course other than to practice the things taught during class in order to do well on the performance and written tests.

E. Enrichment/Extensions/Extra Credit:

1. Enrichmentsa. Students will have the opportunity to gain points in each

of the areas being taught. b. Students will be made aware of these opportunities at

the beginning of the course and it will be left up to them to ask for the opportunity to gain these extra points.

F. Remediation:

1. All teachers involved in this program will be available to help students before school, at lunch or after school on an appointment basis.

2. Adaptations and alterations to this course can be make by a teacher for a student with impending circumstances.


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G. Instructional Resources: None

H. Real Life Connections/ Applications:

1. Students will know the Physical fitness should be apart of their everyday life, forever.

2. Students will know that it is important for them to be aerobically active at least 3 times a week for 20-40

minutes for the rest of their life.

3. Students will know that it is important for them to maintain a high level of muscle tone because it takes more calories to fuel muscle than it does to fuel fat. The more muscle you have the thinner you will stay naturally.

4. Students will know and have a knowledge of different games that they will increase their appreciation for the sport.

I. Career Connections:

1. Physical/Health Education Teacher

2. Doctor, Nurse, anyone in the medical fields.

3. Trainers; people who instruct others on fitness issues.

4. Professional Athletes

5. Sporting Equipment, Promotion, Sales.

J. Interdisciplinary Connections: (Where applicable.)

1. There is a connection between this class and P.E. A. classes in that we will be reinforcing the five fitness components.

K. Recommended Readings:

1. None at this time.

III. The Taught Curriculum:

A. This has all been included in the written curriculum.

IV. The Tested Curriculum:


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A. Course Requirements:

1. Each unit has listed test pertaining to that unit. Each instructor will adapt the test according to the level of the class.

B. Assessments:

1. Students will be assessed on their ability to perform the test asked for in each unit. They will be measured against the standard set for all the classes at Skyline High School.

C. Grading/Evaluation:

See POLICIES for detailed information regarding Grading and Evaluation.

V. The Reported Curriculum:

A. Reporting Documents:

1. All student data: daily grades, dress, non-dress, test scores etc. will be kept on Classmaster. These grades will be computed on a weekly basis. The grades will then besorted by student #'s and placed for all students to see. This will allow a student the opportunity to monitor his/her own grade. In addition to this the teachers of that particular section will send by mail a failure/near failure notice to all students who are earning a 65% or less every six weeks.

B. Parent/Teacher Conference Schedule:

1. Teachers will be available to meet with parents at anytime. When the students receive the course syllabus at the beginning of the trimester the names and phone numbers of the teachers will be included so parents will have the necessary information to contact a teacher.

C. Means for teacher, student, parent communication:

1. It will be asked of all parents to call the school secretary or counseling department to schedule a conference with a teacher.


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2. Teachers will contact parents by mail every six weeks if their child has a 65% of less. Phone numbers for the counseling department are included with these letters and the invitation to have a conference is also made.

3. Phone calls will be taken by teachers during their planning periods, before school or directly after school. Teachers will not be able to return phone calls during class due to the nature of the class many times the teacher may be far away form the school building. Teachers may however call parents or have the student call their parent if they have forgotten their clothes to dress down in or if they are being a disruption to the class.

4. E-mail addresses are not available for every teacher, therefore this is not an option for us now.


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